Hungary

Partners situated in Hungary

University of West Hungary

Hungary in a nutshell

Map of Hungary

Hungary, officially the Republic of Hungary (in Hungarian: Magyarország) is a landlocked country in the Carpathian Basin of Central Europe bordered by Austria, Slovakia, Ukraine, Romania, Serbia, Croatia, and Slovenia. The territory of Hungary covers 93030 km² and the population is around 10 million inhabitants. Its capital is Budapest. The official language is Hungarian, also known as Magyar.

Slightly more than one half of Hungary's landscape consists of flat to rolling plains of the Carpathian Basin, but the western part has hills and low mountains. Hungary is divided in two by its main waterway, the Danube (Duna); other large rivers include the Tizsa and Dráva, while Transdanubia contains Lake Balaton, the largest lake in Central Europe. Hungary has a Continental climate.

Hungary is a member of OECD, NATO, EU and is a Schengen state. The present form of government is parliamentary republic (since 1989). Today, Hungary is a high-income economy, and a regional leader regarding certain economic markets.

Administratively, Hungary is divided into 19 counties regrouped in 7 regions.

Hungarian education policy

Horizontally, the administrative responsibilities are shared between the Ministry of Education and other ministries (primarily the Ministry of Employment and Social Affairs, the Ministry of Finance and the Ministry of Interior). Vertically, the administrative control is decentralized and the managing responsibility is shared among the central (national), the local (regional) and institutional levels.

The local governments administer pre-primary, primary and secondary education. The different establishments enjoy a fair degree of decision-making autonomy not only in terms of organization and functioning but also with regard to their budgets.

Most pupils attend public-sector schools, which are administered and organized by the public authorities, primarily the local governments. The financing of educational institutions is sector neutral. State and private institutions receive funding according to the same criteria.

The basic principles of operation, organization, management and financing of the Hungarian education and training systems are regulated by four Acts adopted by the Hungarian Parliament:

• Act LXXIX of 1993 on Public Education;
• Act LXXVI of 1993 on Vocational Education and Training;
• Act CXXXIX of 2005 on Higher Education; and
• Act CI of 2001 on Adult Education.

All of the above acts provide for the full respect of basic democratic principles and humanistic values enshrined in the Hungarian Constitution and the relevant international conventions and covenants, including the Community’s legal instruments. They provide for the full respect of the personal freedoms of students, prohibit and sanction any form of discrimination based on race, national and ethnic identity, beliefs, religion or social origin in access to, and participation in, education, and strictly enforce the principle of equal treatment.

The principle of vertical or transversal transition within the system, the exclusion of dead ends being a basic consideration, primary, secondary and higher education as well as adult education and training are built one upon the other. Nonetheless further efforts are needed to ensure real and unobstructed lifelong access to education and training for all irrespectively of age, social status or individual living conditions through enforcing better transparency, transferability between the different sub-sectors of education and training, as well as through the formal recognition and validation of knowledge, skills and competences acquired by different forms of formal, non-formal and informal learning.

Description of the Educational System in Hungary

Pre-primary education

Pre-primary education is considered to be an integral part of the formal school system, especially the final, compulsory pre-school year of it. Most kindergartens (óvoda) also provide full day care. Kindergarten education and care is optional from the age of 3 and is compulsory from the age of 5, when children are obliged to participate 4 hours a day in guided activities. Although mandatory primary school entry age is 6 years, children may stay in kindergarten for an extra year, up to age 7, upon parental request or expert recommendation. Children with special education needs may attend kindergarten up to age 8. Education is provided on the basis of the local programme of the kindergarten developed in accordance with the provisions of the National Kindergarten Core Programme issued by the Government. Public-sector kindergartens are free of charge; they charge a compensation for extra services not included in their basic tasks, e.g. for meals, excursions and extracurricular activities. Non state kindergartens may charge fees.

compulsory education

Free and compulsory schooling starts at the age of 6 (but at the age of 8 the latest) and ends at the age of 18. It comprises the final year of pre-primary education, primary education, lower and upper secondary education and the phase of school-based education preparing pupils for obtaining vocational qualifications. However, it is obligatory to participate in the pre-school activities of kindergarten education from the age of 5. Vocational education and training can be commenced at the age of 14 or 16.

Primary education

Children start primary school when they reach school-maturity, usually in the year in which they have their 6th birthday (7th if they were born after May 31).

Primary education has been provided in Hungary since 1945 in the form of a single structure eight-grade primary school, which means that this form of education covers levels ISCED 1 and ISCED 2. Pupils start their education at the age of 6 in this school type and if they continue uninterrupted, their primary education is completed when they are 14 years old. Primary education starts in the first grade and lasts until the end of the 8th grade. The most general purpose of this consolidated structure of education is to facilitate that people can assert their statutory right to education in line with equal opportunities and also comply with their statutory obligation to study.

Subjects include literature, grammar, mathematics, music, art, Physical education, environmental studies (from 1st to 5th grade), biology (from 6th grade), geography (from 6th grade), history (from 5th grade), history of art, physics (from 6th grade), chemestry (from 7th grade), one or two foreign languages (usually English, German or French). Before 1990 Russian was compulsory.

Secondary education

Secondary education usually lasts for 4 years. In gimnáziums it can also last for 5, 6 or 8 years depending on how many years the student spent in primary school. Since 1997 the numbering of years in secondary school are following that of primary school (i. e. after the 8th grade of primary school the student goes to 9th grade, which is actually the 1st year of secondary school.) There are three kinds of secondary schools: • Gimnázium (non-vocational; prepares students for higher education; teaches at least 2 foreign languages) • Szakközépiskola (vocational school but also prepares for higher education) • Szakiskola (vocational school) After finishing secondary school, students take a school-leaving exam (Matura or final exam, érettségi in Hungarian). This consists from 2005 of exams on five subjects: written exam in mathematics, oral and written exams in literature and grammar, a foreign language, history, and written and/or oral exam in a subject of the student's choice. These exams also serve as an entry exam to universities and colleges.

Post-secondary non tertiary education

Since the end of compulsory education coincides with the end of upper secondary studies at the age of 18, post compulsory education in Hungary primarily involves 1-2 year long (vocational) programmes at post-secondary non-tertiary level (ISCED 4). Post-compulsory education is regulated by Act LXXVI of 1993 on Vocational Education and Act CI of 2001 on Adult Education.

Post-secondary programmes are offered by vocational secondary schools (szakközépiskola) in grades 13 and above, for students who passed the upper secondary school leaving examination in grade 12, typically at the age of 18. These szakközépiskola offer general and pre-vocational upper secondary education in grades 9-12; grade 12 finishes with a secondary school leaving examination, after which students can stay at the same school for post-secondary programmes (or enter the labour market or enrol to tertiary education) ending in a vocational qualification. There are a few szakközépiskola that only have vocational grades (grade 13 and above) and admit students who have accomplished upper secondary education.

Higher education

Higher education is divided between colleges and universities. College education generally lasts for 4 years, while university education lasts for 4 to 6 years depending on the course undertaken. University PhD courses usually take 3 years to complete. Before students get their degree, they must pass an intermediate level language exam in the foreign language of their choice. English and German are the most popular. The number of Spanish-learners has been growing in the last few years.

Further and Higher Education

Higher Education system in Hungary

This description presents the higher education system existing before the introduction of the Bologna-type training, and was prepared for diplomas awarded within the pre-Bologna system.

Admission requirements for higher education

According to the Higher Education Act No. 80 of 1993, the basic requirement for admission to college (non-university higher education institution) and university graduate education is the Hungarian secondary school leaving certificate (Érettségi bizonyítvány), or a foreign equivalent, or a degree obtained in higher education. The secondary school leaving certificate is conferred after eight years of primary education followed by four years of secondary education in a comprehensive/academic secondary school (gimnázium) or vocational secondary school (szakközépiskola). It must be noted that the division of the twelve years of study may vary: it may also be divided into 4 or 6 years of primary education and 8 or 6 years of secondary education.

Admission to higher education institutions - with some exceptions - is based on the applicants' secondary school achievements and on the results of the competitive entrance examinations.

Higher education institutions

The Hungarian higher education has a dual system consisting of universities (egyetem) and colleges (főiskola). Universities are such higher education institutions that are able to organise courses in more than one field of science and within a field of science in several branches; carry out scientific research activity and have accredited PhD/DLA courses. Colleges organise more than one training course in a branch of science or in a field of the arts. Hungarian higher education institutions are autonomous, state or non-state institutions recognised by the state. The appendix of the Higher Education Act No. 80 of 1993 lists all recognised higher education institutions (www.naric.hu).

Degrees and qualifications

Hungarian universities and colleges grant degrees following a binary pattern. Colleges and universities grant "Főiskolai oklevél" (college-level degree) and universities award "Egyetemi oklevél" (university-level degree). The duration of training at college level requires minimum 3 years and maximum 4 years of studies, while the length of study at university level is minimum 4 years, maximum 5 years (one of the few exceptions is the medical course where the duration of education is 6 years). Students complete their education with a final examination consisting of the preparation and defence of a dissertation, oral and/or written examinations prescribed in the qualification requirements and - in certain programmes - the performance of practical work.

Beyond university and college graduate education, 2 types of post-graduate programmes are offered by higher education institutions. First, further specialisation degrees can be awarded after college or university graduation. These further specialisation programmes lead to new qualifications. Studies may vary from one to three years' duration.

Secondly, universities provide training leading to a doctoral degree, which is the only scientific degree available in Hungary at present. The condition for applying for doctoral training is a Hungarian university degree or its foreign equivalent. Higher education institutions link admission to entrance examinations and often to additional criteria (e.g. professional experience). The duration of the training is at least 3 years, at the end of which a doctor of philosophy (PhD - doktori fokozat) or a doctor of liberal arts (DLA - mester fokozat) degree is conferred depending on the field of science.

Credit system

The obligatory use of the ECTS compatible credit system was introduced in September 2003, but several higher education institutions have already been using it since the middle of the 1990's. According to the governmental decree on the introduction of the credit system one credit corresponds to 30 hours student workload. The minimum number of credits for a college-level degree is 180, for a university-level degree is 240, for a further specialisation degree is 60 while for the doctoral degree it is 180.

System of assessment

The assessment of knowledge may occur, generally in five grades: excellent (5), good (4), satisfactory (3), pass (2), and fail (1) or with the classification: excellent (5), satisfactory (3), fail (1).

Academic year

In general, the academic year of higher education institutions consists of two semesters, namely the autumn and the spring semesters. The autumn semester lasts generally from the beginning of September until the end of January. The spring semester lasts from the beginning of February until the end of June. In general, both semesters include a 15-week period for lectures, seminars and practical work and a 6-week examinations period.

Education Reform

School

Sourced from Hungary, Country Report on ICT in Education 2011

Several changes regarding the education system have been initiated in 2010. These changes aim to influence and transform all education levels; activities include the renewal of the National Core Curriculum, the Act of Public Education and of Higher Education, along with creating a teacher career profile, while the vocational training system is also under transformation. None of these changes have been codified yet and they all are intensely discussed and disputed. Some of the bills have been circulated and they are close to their final version. This report takes these drafts into account in order to provide as up-to-date information as possible. The primary task of public education is to support the personal development of students, for which the new educational acts and the new National Core Curricu-lum, prepared on the basis of a legal mandate, are to establish the guidelines and core values. The law introduces new regulations on content, sup-plementing the National Core Curriculum with compul-sory elements of basic content and a system of man-datory framework curricula.

In order to prevent lagging behind, several new struc-tural elements will be integrated into the new system of public education, of which talent support will be an integral part. Teachers’ careers will be more predicta-ble, salaries and incentives will be higher, as will be the career perspectives. Professional revisions, as-sessments and counselling by independent profes-sionals will take place on a regular basis.

According to the new aim of Public Education - already approved by the government, waiting for the decision of the Parliament - the key challenges and proposed actions are as follows:

• The government takes the responsibility and the control of public education. The state holds the right of regulation and control re-gardless of the provider being a private entity or a church.
• The new regulation considers the state as the responsible entity that may outsource some schools to the local authorities for a certain period by contract. The nomination of the school princi-pals is the responsibility of the state, which per-forms its duty via the county government offices. The government centralizes the pedagogical ser-vices of the country.
• Educational professionals when taking decisions must take parents’ and students’ opinions into consideration. Non-professionals cannot overrule those decisions. Responsibilities, duties and rights are to be balanced.
• Free provision of school books in the primary level (grades1-8) will be gradually introduced.
• Several measures are being taken to make the system more efficient. The compulsory feature of the frame curricula, the new regulation of the school leaving exam system which diminishes the dual level system and aims at raising the level as well as the new system of external control are aimed at making the system more effective.
• The government develops the career paths of teachers trying to meet expectations for higher salaries.
• A new external control system, also connected to teachers’ career model, is going to be introduced.
• A central financing will replace the previous sys-tem providing teachers’ salaries, along with a re-vised compulsory number of hours to be spent at school even after teaching.
• Simpler and more transparent regulation will be enforced.

The kindergarten education will be compulsory from the age of 3. The new bill lowers the age limit of com-pulsory education from 18 to 16. In primary education (age 6-14) free school books are to be offered by the school but these books will be owned by the school. In the first 4 grades teaching will be provided during the whole day, not just for the morning (whole day school). The refined National Core Curriculum defines the con-tent much more precisely than the one currently run-ning. Several frame curricula will be prepared on the basis of the core curriculum and schools will be obliged to choose from them. 10% of the content of school curricula can be decided locally.

Post-secondary

Higher Education reform

Within the framework of the Bologna Process the gradual transition from a pre-Bologna higher education system resulting in Egyetemi oklevél (university-level degree) or Főiskolai oklevél (college-level degree) to a higher education system based on three consecutive cycles started in 2004 in Hungary. This description presents the Bologna-type training, and was prepared in 2008 for diplomas awarded within the Bologna-type system.

Access to Higher Education

The number of students admitted to higher education is limited. Applicants' ranking is based on their secondary school grades and their érettségi vizsga (secondary school leaving examination) results or based solely on the latter, considering the interest of the applicant. The requirement for admission to Bachelor and undivided one-tier Master courses is the secondary school leaving examination taken - as a rule - after the completion of the 12th grade of a secondary school, certified by Érettségi bizonyítvány (secondary school leaving certificate). The admission to certain programmes is based on an additional aptitude test or a practical examination. To Master courses students can be admitted if they possess Főiskolai oklevél (college-level degree) or Egyetemi oklevél (university-level degree) or a Bachelor degree. To postgraduate specialist training students can be admitted if they possess college- or university-level degree, or a Bachelor or a Master degree. Only applicants with university-level degree or Master degree may be admitted to Doctorate courses. Higher education institutions may set additional requirements for admission to Master, postgraduate specialist and Doctorate courses.

Types of Programmes and Degrees Awarded

The consecutive training cycles of the higher education leading to a higher education degree are alapképzés (Bachelor course), mesterképzés (Master course) and doktori képzés (Doctorate course). Bachelor and Master courses are taught in consecutive cycles, in the form of divided training, or in cases specified by law in the form of undivided, one-tier training.

In addition to the aforementioned, higher education institutions may conduct higher-level vocational training and postgraduate specialist training, as well as can offer adult education within the framework of lifelong learning.

Higher education institutions apply a credit system based on the European Credit Transfer System. Accordingly, one credit stands for 30 hours of student workload.

Organisation of Studies

Students studying in Bachelor and Master courses complete their studies by passing a final examination. The final examination may consist of the defence of the degree thesis, and additional oral, written or practical examinations.

Integrated "Long" (One-tier) Programmes

An undivided one-tier programme resulting in mesterfokozat (Master degree) is a training with the length of 10-12 semesters, requiring the completion of 300-360 credits. Besides religious education and some programmes of arts, the following programmes are conducted within one-tier Master courses: veterinary medicine, architecture, dentistry, pharmaceutics, law and medicine.

First/Second Degree Programmes (Two-tier)

The first higher education degree is the alapfokozat (Bachelor degree) along with a professional qualification. A Bachelor course requires gaining 180-240 credits. The length of the programme is 6-8 semesters.

The second higher education degree is the mesterfokozat (Master degree) along with a professional qualification. Built on a Bachelor course Master courses require gaining 60-120 credits. The length of the programme is 2-4 semesters.

Specialised Graduate Studies

Higher education institutions may also offer szakirányú továbbképzés (postgraduate specialist training) for Bachelor and Master degree holders. Through the completion of 60-120 credits a specialised qualification can be obtained. Students complete their studies by passing a final examination. The length of the programme is 2-4 semesters.

Doctorate

Built on a Master course and a Master degree the doktori képzés (Doctorate course) requires gaining at least 180 credits. The length of the programme is 6 semesters. Following a Doctorate course, in a separate degree awarding procedure, the scientific degree "Doctor of Philosophy" (abbreviation: PhD), or in art education "Doctor of Liberal Arts" (abbreviation: DLA) may be awarded.

Grading Scheme

The assessment of knowledge is generally carried out according to a five-grade scale: excellent (5), good (4), satisfactory (3), pass (2), and fail (1) or a three-grade scale: excellent (5), satisfactory (3), fail (1). Nevertheless, higher education institutions may also use other systems for assessing if they are comparable to those mentioned above.

Administration and finance

Finance

Financial resources necessary for the basic operations of the education and training systems are mainly granted by the State. The share of education in the state budget expenditures in terms of the GDP corresponds to the proportions spent on education by other European countries. In recent years educational expenditures amounted to 5.1-5.3% of the GDP. The level of educational spending per primary education pupils is grosso modo in line with that in countries at a similar level of development. However Hungary spends less per lower and upper secondary education student and more on higher education student compared with other countries at a similar level of development.

As regards public education (pre-school education, primary, secondary school based general and vocational education) the financial support is supplied by the annual State budget enacted by the Parliament. Local governments and other school maintainers (i.e. Churches, private foundations,) usually have to complement the central budget support. Their contribution to the local educational expenditure is equivalent to 30-50% of the total costs.

The financial appropriation of schools is chiefly calculated on an annual per capita basis that is according to the number of pupils admitted in the institutions maintained by the concerned local government, and it is channelled to the school maintainers by the Ministry for Local governments and Regional development as part of their annual budget allocations granted to the local authorities and to other school maintainers (i.e. churches, private foundations, etc.). This basic allocation is supplemented by a number of so-called additional financial subsidies. These are granted as recognition of the delivery of special pedagogical tasks. School maintainers i.e. are entitled to receive additional financial aid in cases where schools under their authority are institutions educating children belonging to recognised ethnic minorities (so-called bilingual pre-schools and schools), children with special education needs, children with multiple social disadvantages, migrant children, etc. School based vocational training being an integral part of the public education system is also mostly funded by the State. Besides State subsidies vocational training schools and higher education institutions where higher level vocational training courses are organised also have access under certain conditions to additional funds from the Labour Market Fund made up by the companies’ mandatory contribution.

The principle and the practice of chiefly central State financing apply for higher education, too. Here the State budget appropriations are channelled to the institutions directly through the Ministry of Education and Culture. The number of enrolled students to be trained at State expenses for each field of study is annually set by the government upon the proposal of the Minister of Education and Culture. However institutions are entitled to admit students who pay the costs of their studies, provided that their entry examination performance matches the minimum admittance score established by the Ministry of Education and Culture. Currently about 50% of the total number of students falls in this category. In order to create a more sound basis for the financing of higher education institutions, measures were taken to encourage contributions by companies and students. This will also enhance awareness of the need for quality education and will better reflect labour market demands. Since adult education is strongly supply driven, the financing of adult education and training is based on shared responsibilities of all main stakeholders (the State, the employer and the individual).

Administration

At the level of the government, responsibilities for regulating, managing the system, developing and implementing basic education and training policies are shared between the Ministry of Education and Culture and primarily the Ministry of Labour and Social Affairs. The latter’s competencies mostly include the content of secondary vocational training, and also the regular updating of the National Register of Qualifications, as well as adult training.

The Ministry of Education and Culture is responsible for the overall management of public and higher education, while adult education and training at a national level is managed and supervised by the Ministry of Labour and Social Affairs. Regarding school based vocational education and training the management tasks are shared between these two ministries the Ministry of Labour and Social Affairs is responsible for defining the content of the VET programmes of secondary vocational schools, while overall regulatory matters fall within the competences of the Ministry of Education and Culture.

Vertically, the administration of education and training institutions is largely decentralised. Local authorities, whose number is well over two thousand, are not simply responsible for the management of the public education institutions operating within their administrative area, but make decisions on financial and human resources (i.e. approval of the institutions’ budget and appointing their headmasters) and also have to approve, as well as watch over the effective implementation of their pedagogical programmes.

The regional level governance of education and training through devolving certain administrative competences for central authorities and granting funds to regional level bodies is slowly taking shape..

All the referred acts provide for a mandatory involvement of civil oganisations and consultative bodies in policy making. The recognised representative professional bodies must be consulted prior to any major decisions related to sectoral policies.

Quality assurance

School

As uniform, standardised evaluation structures – operated by an education inspection system created specifically for the purpose – are lacking in Hungary, competence for evaluation are closely associated with competence for control, and these, in the case of educational institutions, are carried out almost exclusively by the owners of such institutions (typically local and county governments). Activities of institution maintainers are primarily financial audits, and controls of legal compliance, conducted randomly, rather than evaluation of the institution as such. The internal evaluation system of educational institutions is gradually taking shape under the effect of the self-assessment process completed as a preliminary exercise to quality development. Evaluation conducted at various levels and for a variety of purposes in Hungary is not arranged in one, nationally integrated uniform, standardised structure of evaluation. As a result, with respect to organisations and persons involved in evaluation, their evaluation criteria, methods, and the use of the results reflect a truly multicoloured picture in Hungary.

On the basis of the Ministry of Education’s Medium-term strategy on public education development, adopted in 2004, the elaboration of a uniform sectoral quality policy, and, as part of the latter, the planning of a uniform sectoral evaluation system was undertaken.

The uniform public educational quality assessment-,institutional evaluation- and pupils’ performance assessment system completed and adopted in June 2006 aims to connect the elements of national, institutional/external, and institutional/internal evaluation that operate even today, but without mutually reinforcing each other’s effect. A stated goal is not to limit the powers of any of the participants. The following were the major elements of the development of the evaluation system: 1 Creating and operating an integrated assessment and evaluation system 2 Reinforcing the role of the Educational Authority as the office operating the national evaluation system, 3 Developing an integrated evaluation information system 4 Strengthening the links between external, maintainer-initiated, and the institution’s internal evaluation, 5 Promoting publicity of the outcome of evaluation projects. 6 Reinforcing the Educational Authority’ role of creating standards for supporting external and internal evaluation and developing the continuous monitoring of the system.

In the academic year of 2007/2008, the implementation of the reforms began: the results of the national evaluation were made public, it became a legal responsibility to use the self-evaluation of the institutions in the evaluation conducted by maintainers, and the implementation of the integrated information system also began. Another initiative serving the further development of the evaluation system was launched following efforts at observing domestically the major European milestones of education. The initiative concerns the creation and operation of an educational indicator system in Hungary based on the indicator systems of the OECD and the EU, and the establishment of the permanent professional body in charge of the system.

Post-secondary

Higher Education

The Hungarian Accreditation Committee

The Hungarian Accreditation Committee established in 1993 is responsible for accrediting and evaluating the quality of teaching and research at higher education institutions. It assesses the standard of education and research in each higher education institution at least in every eight years (institutional accreditation) based on a detailed self-assessment of the institution and the report of a visiting committee. The Hungarian Accreditation Committee also examines the curricula, the qualification requirements as well as the quality of the academic staff and the teaching facilities (programme accreditation).

The Hungarian Accreditation Committee is also member of the ENQA since 2002.

Approval/Accreditation of Programmes and Degrees

A higher education institution may launch Bachelor and Master courses after having obtained the consent thereto in the expert opinion of the Hungarian Accreditation Committee of Higher Education, and following the central registration of the given course. In the case of each Bachelor and Master course, the law determines the programme and graduation requirements, thus, all the knowledge and competencies whose acquisition is the precondition for the diploma to be awarded in respect to the given programme.

The launching of Doctorate courses is within the powers of the universities, having obtained the consent thereto in the expert opinion of the Hungarian Accreditation Committee of Higher Education and having fulfilled other conditions prescribed by law.

It is the task of the Hungarian Accreditation Committee of Higher Education to authorize and assess the quality of education and scientific activities of the higher education institutions. The Hungarian Accreditation Committee of Higher Education once in every eight years examines in which field of study, discipline of science and at what level of training does an institution fulfil accreditation requirements in respect of lecturers and infrastructure. The assessment also extends to examine the adequacy of the institutional quality development scheme. Within the framework of programme accreditation the Hungarian Accreditation Committee of Higher Education examines the institutional programme curricula, the fulfilment of programme and graduation requirements, as well as the adequacy of the lecturers' qualifications and the quality of the infrastructure in respect to the given programme.

Information Society

Updated information on the state of play of information society in Hungary are provided by the European Commission at http://ec.europa.eu/information_society/digital-agenda/scoreboard/countries/hu/index_en.htm

Hungary has a digital strategy for the period 2010-2014: however the strategic document is only available in hungarian DIGITÁLIS MEGÚJULÁS CSELEKVÉSI TERV 2010 - 2014

Main eInclusion strategy The Hungarian Information Society Strategy (Magyar Információs Társadalom Stratégia, MITS), 2003, was the first official comprehensive strategy that explicitly discussed eInclusion as a priority. One of its aims was to employ ICT tools and services so as to reduce traditional social exclusion, realise a much wider social integration and create equal opportunities. MITS placed emphasis in areas where social disadvantages stemmed from living conditions or arose for regional or linguistic reasons. The strategy stated that the digital divide could be reduced by the provision of equal opportunities in the access to and the use of info-communication tools. Target groups were:

• the elderly, constituting one third of the population, with increasing tendencies;
• the disabled, constituting more than 6 % population;
• those with a wide range of specific disabilities;
• the Roma, constituting approximately 5 % of the population, and being the single most disadvantaged group regarding education, employment and dwelling.

The Strategy outlined a plan to develop a network of social workers with highly trained informatics skills, called the IT-mentor network, in order to address the specific needs of these disadvantaged groups. The Strategy formulated the ambitious aim of ensuring that by 2006 the target groups were to achieve half of the national average on the Internet usage index.

Specific projects under the Strategy were: free online eEducation for the disabled; introduction of the Hungarian standard of Braille writing; the spreading of best practices among civil organisations; free access for disadvantaged groups to community Internet points.

Subsequent strategies Following the success of the MITS, 2003, Hungary has subsequently embedded eInclusion policies and strategies in most policy documents which refer to IT. Major developments in eInclusion took place during 2008, which was designated by the Hungarian Parliament as the year dedicated to eInclusion. On 6 October 2008, the parliament unanimously adopted two resolutions on eInclusion, thus being the first parliament house among those of the Member States to implement such an action. Key issues contained in these motions were:

• Raising the living standards through equal digital opportunities was a priority of common interest.
• Halving the digital gap was not only the EU's responsibility, but a national aim, given that the digital gap in Hungary exceeded that of the EU average.
• eInclusion actions should feature within the New Hungary Development Plan.
• A distinction should be drawn between tasks to be implemented by government and those carried out by Non Governmental Organisations (NGOs) and enterprises. In this light, the scope of governmental support towards NGOs' should be defined.

In addition, the new 'eInclusion Temporary Parliamentary Committee' was established to support and coordinate actions on the eInclusion initiative. The committee should deliver the i2010 comprehensive strategy for deploying all EU policy instruments to encourage the development of the digital economy, with its mandate to expire in May 2010. The latest action plan is the Digital Renewal Action Plan (DDigitális Megújulás Cselekvési Terv) for 2010 - 2014, unveiled by the Ministry of National Development (Nemzeti Fejlesztési Minisztérium) on 23 December 2010. One of the four main objectives of the plan is to ensure equal opportunities for citizens. Specific goals to be reached on eInclusion are as follows:

• the 'Intelligent Community Squares', comprising the eHungary programmes 2.0 and 3.0 and the eHungary
• programme 2.0 for Hungarians living outside the country's borders;
• a motivation programme to increase the number of digital literates;
• an increase of the capabilities of users in primary and secondary education;
• the introduction of distance teaching with multimedia tools in secondary and higher education;
• the support for electronic medical solutions which promote healthy living.

A dedicated national eInclusion strategy, in line with the principles of the Riga Declaration and an accompanying eInclusion Action Plan, were initially planned for 2008, following the revision of the MITS 2003. Based on the preliminary working document, entitled 'e-Befog@dás Stratégia 2007-2013', the aim was to enhance equal opportunities by improving social and informational communication (info-communication), as well as accessibility. Explicitly mentioned target groups were the disabled, the elderly, the unemployed, ethnic minorities and those in remote villages. The final documents have not been made public to date.

Inclusive eGovernment The Electronic Government Centre (Elektronikuskormányzat-Központ) at the Prime Minister's Office issued the e-Public Administration 2010 Strategy (E-Közigazgatás 2010 Stratégia) on 2 July 2008, followed by a corresponding 'E-Public Administration Action Plan 2008-2010'. Both documents make reference to 'increasing citizen inclusion and supporting the spread of electronic administration'. The strategy document, in particular, addresses four main areas, one of which refers to "... the development of the e-administration application skills possessed by enterprises and citizens and in particular those who are disadvantaged in terms of the information society ...".

The New Hungary Development Plan (2007-2013) The New Hungary Development Plan (text in English) was elaborated under the National Strategic Reference Framework of Hungary (NSRF) for 2007 - 2013 and was approved by a decision of the European Commission in May 2007. The NSRF is co-financed by the European Regional Development Fund, the European Social Fund and the Cohesion Fund. Planning, management and implementation is done by the National Development Agency (Nemzeti Fejlesztési Ügynökség, NFU), in co-operation with the ministries concerned and the development regions. Unlike the previous plan covering 2004Â -Â 2006, the new plan has placed more emphasis on the information society and inclusion. Priority 6 supports the 'promotion of an information society for all'. 'Social Renewal' is one of the priorities of the new plan, which stipulates the need for social integration of those with a disadvantaged background, amongst others the Roma, the old, the poor and the disabled. These groups are by the plan considered as being also digitally excluded, along with other groups such as women, the least educated, the unskilled, the unemployed and those living in poorly developed regions and municipalities. To this end, particular attention has been paid to the promotion of active social participation and to equal access to a barrier-free environment facilitating communication. The significance of ensuring access to information and the information society has been laid down as a horizontal priority action.

eAccessibility policy

At policy level, the Social Infrastructure Operational Programme (Társadalmi Infrastruktúra Operatív Program) for 2007-2013, which belongs to the series of operational programmes realising the New Hungary Development Plan, notes that eAccessibility (called 'info-communication accessibility' in Hungarian policy documents) "...may increase the social and labour market participation of people with disabilities even more extensively than physical accessibility, and guarantees development activities that observe the requirements and potential of the information societyâ...".

The new National Disability Programme (Országos Fogyatékosügyi Program) for 2007 - 2013, adopted by parliament in December 2005, emphasises on the importance of creating accessible buildings and accessible communication facilities for all. Aiming for accessible public services via equal opportunities, the programme highlights the significant role of modern technology in this process.

Broadcasting policy The National Media and Telecommunications Authority (Nemzeti Média és Hírközlési Hatóság, NMHH), which is a recently created body comprising the former National Radio and Television Board (Országos Rádió és Televízió Testület, ORTT) and the National Communications Council (NHH), is responsible for overseeing and regulating all media and telecommunications organisations, according to the provisions of the law. From the policy point of view, the 'Digital Switchover - The National Audiovisual Media Strategy' (Digitális átállás - Nemzeti Audiovizuális Média Stratégia) of November 2007, finalised and published by the Prime Minister's Office (Miniszterelnöki Hivatal), covers both television and radio broadcasting and transmission. The document takes all programme distribution platforms into account; in addition to terrestrial broadcasting it also considers cable, satellite, mobile and broadband content distribution possibilities.

Following the accompanying legislative process of 2007, the tendering process for the rights to use the frequencies needed for digital terrestrial broadcast distribution has been completed and digital TV services have been launched. Digitisation also gained ground in other platforms and by now, more than half of the Hungarian households have gone digital. General measures for disadvantaged social groups were also included in the previous Act on Radio and Television Broadcasting of 1996, which stipulates that the following social groups shall be exempt from payment of maintenance of operation fees:

• persons over 70 years old living on their own;
• married couples or common-law partners living in an independent household if one of them is over 70 and the other is over 60;
• persons over the age of 60 who support close relatives with no independent pension, earning or other income;
• disabled ex-servicemen and war widows;
• those seriously visually or hearing impaired and those disabled.

Broadband policy The aim of the government, as expressed in the most recent Digital Renewal Action Plan (Digitális Megújulás Cselekvési Terv) for 2010 - 2014, is the achievement of full broadband coverage. The main broadband policy document is the National Broadband Strategy (Nemzeti Szélessávú Stratégia), which covers the period 2005 - 2013 and which set the aim of increasing broadband access with a target of 90 % residential broadband coverage by the end of 2008 and full coverage by the end of 2010. Offering more relevant content and providing the preconditions for equal opportunities (eInclusion) for the disadvantaged groups were stated as other priorities, realised via specific objectives, such as:

• digital illiteracy targets, set to a drop below 50 % by 2008 and below 33 % by 2013;
• IT equipment for the visually impaired;
• support for procurement of IT equipment to be used for education, including minorities;
• promotion of the use of Internet among children;
• creation of 'e-work' jobs.

In fact, the strategy document states that should the issue of equal opportunities not be handled as a priority, the spread of broadband communications might deepen the digital divide among disadvantaged groups. This, in turn, might lessen the opportunities and might further deteriorate their quality of life, with implications affecting the integrity of the entire society. The broadband strategy was accompanied by a 'Broadband Action Plan' (2007), which further specified actions towards achieving the targets of the strategy. Examples of such actions are projects like the 'eHungary Programme (eMagyarország Program) with the 'eCounselor' (eTanácsadó) training service. Other initiatives In the first semester of 2008, a three-year Digital Literacy Action Plan (2008 - 2010) was drawn to serve the target of reducing the then 50 % digital illiteracy of the adult population (approximately 4 000 000 persons) down to 40 % by 2010, in line with the EU objectives. The plan coincided with the relevant objectives of the European i2010 initiative on eInclusion and the European Commission's Communication of September 2007 entitled 'e-Skills for the 21st century, fostering Competitiveness, Growth and Jobs', also known as the 'e-Skills Strategy'.

Sourced from epractice.eu

Hungary's HEIs in the information society

OECD reports

• The OECD report intitled "OECD Review of Inovation Policy" is available for Hungary. The terms "ITC", "elearning", "e-leaning", "virtual campus" "distance education", "information strategy" can not be found in this report.

http://213.253.134.43/oecd/pdfs/browseit/9208111E.PDF

• It is possibible to find some information about the information society in the books from OECD : "OECD e-Government Studies - Hungary" p.85.

http://books.google.fr/books?id=6xBhgR9NgJwC&pg=PA85&lpg=PA85&dq=sulinet+programme+hungary&source=bl&ots=nkxAESe0vh&sig=-4teq6dwAJlVX4UgSaeeBn5upg8&hl=fr&sa=X&oi=book_result&resnum=6&ct=result#PPP1,M1

Institutions

• Hungarian Information Society Strategy (original title: Magyar Információs Társadalom Stratégia, http://www.mits.hu (in Hungarian)
• Ministry of Telecommunication and Information, Mission, actions and sponsored projects, http://www.ihm.gov.hu/ (partly in English)
• Ministry of Education, mission and projects on ICT in public and high education, http://www.om.hu/, (English pages)
• Hungarian Schoolnet, Mission and projects (original name: Sulinet Programiroda), http://www.sulinet.hu/ (English pages)
• Hungarian TEMPUS Office, reports on vocational education projects funded by ICT-related EU grants, http://www.tpf.hu/ (English pages)
• Association of Hungarian Telecottages, (original name: Magyar Teleházak Szövetsége), mission, task description and activities, http://www.telehaz.hu/ (in Hungarian)

Research reports:

• Information Society Research Centre, (original name: Információs Társadalom és Trendkutató Központ) http://www.ittk.hu/ (English version)
• Institute for Educational Research (original name: Oktatáskutató Intézet) http://www.oi.hu/ (partly in English)
• Institute for Public Education (original name: Közoktatási Intézet) http://www.oki.hu/ (partly in English)
• UNESCO Centre for ICT in Education, Eötvös University,

Programmes

• Sulinet Program in 1997 developed by Sulinet Program Office. Sulinet is part of the European SchoolNet programme.

• EPICT (European Pedagogical ICT License). http://www.epict.org/presentations/files/Karpati_EPICT%20Final%20Review.ppt

ICT in Education initiatives

Virtual initiatives in post-secondary education

ETI Vituális Iskola

Virtual initiatives in Higher Education in Hungary

Institutions dealing with Interesting Virtual Initiatives

• Dennis Gabor Applied University (DGAU) (is a Megaprovider in the MegaTrends project)
• Eszterházy Károly College
• Budapest University of Technology and Economics
• Eötvös Lóránt University
• University of Miskolc
• SZÁMALK Education and Information Technology Ltd.
• CEU
• University of West Hungary
• Lajos Kossuth University, Debrecen
• Szeged University

Research and development centres for e-learning, e.g.:

• MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences, http://www.sztaki.hu/

Associations and Networks

• EDEN
• EADTU (Apertus Foundation is a member of EADTU)
• Apertus Foundation

Interesting Programmes and projects

• MegaTrends project. Dennis Gabor College was partner in this project.
• E.A.S.Y - European Agency for EASY access to Virtual Campus project. CEU (central European University) was partner in this project.

• Inno Uni Learning project - 5 Cases study in Hungary [1]
• LOGOS project http://www.logosproject.com/
• MASSIVE - Modelling Advice and Support Services to Integrate the Virtual Component in Higher Education - Budapest University of Technology and Economics was partner in this project
• E-xcellence - Benchmarking tool for Quality Assessment in e-learning - Apertus Foundation was partner
• Sulinet Digital Knowledge Base (SDT)
• http://www.nkth.gov.hu/letolt/k+f/kf_angol/elements/PDF/IKTA5-134-CentreOfELearningGLocalization-Felegyhazi.pdf
  

References

Webpages

Ministry of Education and Culture

Hungarian Accreditation Committee of Higher Education

National Higher Education Information Centre

Eurybase, The Information Database on Education Systems in Europe: The Education System in Hungary, 2008/09

Eurydice National system overview on education systems in Europe, September 2011

Education in Hungary – Past, present, future – An overview (ministry of education and culture), 2008.

National application of eLearning initiatives from the EU [2]

A very relevant paper about the eLearning present activity in Hungary. http://www.elearningeuropa.info/extras/pdf/elearning_activity_hungary.pdf

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