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1. Policy Framework

2. Formal learning

3. Non-formal and informal learning

4. Quality assurance/quality guidelines for non-formal learning

5. Educators' support

Policy Framework

In Hungary, there is no independent strategy for civic education, but it appears as a separate compulsory subject in schools from the 2023–2024 academic year in the 8^th and 12^th grades. The framework curriculums ensure that the civic education subject is in line with the key competencies defined in the National Core Curriculum (Nemzeti Alaptanterv, NAT). Furthermore, several legal regulations contain general instructions on teaching knowledge and key competencies mentioned in the Charter of Fundamental Rights of the European Union and other international statements.

''In Hungary, the National Core Curriculum makes 'education for active citizenship and democracy' a key development task across the whole education system and leaves schools the freedom to integrate 'homeland studies' as a compulsory separate subject at primary level.'' [Citizenship Education at school in Europe (2017)]

The NAT, together with local curriculums, provides the reference framework regarding social and civic competencies in Hungary. NAT defines the tasks of the local governments concerning public education and also the literacy set to be acquired according to the Act CXC of 2011 on National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről). The objectives of the principles and developmental tasks are described in detail in the framework curricula. These define the developmental requirements during the teaching and learning process and the depth of the knowledge expected. These requirements refer to young people of school age. Specific target groups are usually young people between 8 and 18 years of age.

Formal learning

The framework curriculum of citizenship education subject develops the learning, communication, digital, mathematic and thinking competencies of students. It also has an effect to personal and social relationships, creativity, creative work, self-expression and cultural consciousness, and employee, innovative and entrepreneurial competencies. The aim is to introduce young people to the democratic state and public life based on the rule of law. 

NAT underlines that participation in public affairs requires the development of creativity, individual reflective thinking, analytical and debate skills, which contribute to the establishment of a democratic attitude. Civic studies, as part of the history subject, is compulsory for all IVET (initial vocational education and training) students.

Non-formal and informal learning

Participative structures within formal education

Student Councils (Diákönkormányzat, DÖK) provide the formal structure of participation for pupils based on the Act CXC of 2011 on National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről). One teacher per school is invited by the students to assist the work of the school student councils. (See in 5.3)

'Many countries provide support materials or make non-binding recommendations to include particular events at the school level such as the commemoration of specific days with national, European, or global significance. Twenty-three [including Hungary] provide information for schools to support events marking national days...' [Citizenship Education at school in Europe (2017)]

Every school has a compulsory school ceremony or commemoration on public holidays that commemorates Hungarian (historical) revolutions and victims of retaliation. Schools make decisions on how to commemorate them.

School community service

School community service (iskolai közösségi szolgálat) aims at promoting student participation. The Act CXC of 2011 on National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről) requires students to complete 50 hours of community service before graduation. It is the responsibility of schools to organise community service depending on the student's choice. Students can do community service with state or local governmental institutions, NGOs or other non-profit organisations, churches or private individuals (for more information on school community service, see 9.4).

Partnerships between formal educational institutions and youth organisations

There is no legal framework in place for establishing partnerships between formal educational institutions and youth organisations. The Erasmus+ programme provides funding for cross-sectoral projects, but the implementation of certain projects depends on the openness, motivation, the financial means of schools, and the teachers' workload.

For this kind of cooperation, Tempus Public Foundation launched a call for applications in 2025 that provides support to organisations that, among other activities, promote the active civic participation of young people. Furthermore, the organisation shall support the proactivity of young people and their communities.

Other large-scale policy initiatives

Other large-scale policy initiatives and programmes regarding participation are not common. In some towns, town-level self-governments (such as the Student Council of Budapest) were established, providing young people with the opportunity to articulate their opinions to decision-makers at the town level. They operate well in only a small number of towns; in most places, they do not exist. They do not have unified funding rules.

There are programmes on the national level for young people to promote participation, such as Parliamentary Youth Day, Parliamentary tutorial, 'Like-a-Parliament', and Public Life Mentor Programme. For more information on these programmes, see 5.8.

Initiatives to support civic education of youth by the civil society

There are, and there have been, initiatives to support the civic education of young people through civil society. The Foundation for Democratic Youth (Demokratikus Ifjúságért Alapítvány, DIA) has been running programmes to promote the active participation of young people for more than 20 years. They use the methodology of democratic debates, learning critical thinking, cooperation and creative problem-solving techniques. More than 100 000 young people and 1 000 teachers and youth workers participated in the programmes of this organisation. According to their Charter, as a foundation, they have income from the founder, from economic–business activity, applications, European Union sources or private donations.

Financial support and national-level programmes

There is no detailed information on financial support for these programmes. There is also no detailed information on national-level programmes that establish or support educational projects to develop civic and social competence.

Quality assurance/quality guidelines for non-formal learning

There is no unified quality assurance system or guidelines for monitoring the non-formal learning activities/projects focusing on social and civic competences.

Educators' support

Several textbooks on social and civic knowledge have been published. Usually, manuals and accompanying pedagogical material are available on the websites of various NGOs and schools, such as the website the DIA.

According to the Government's regulation 419/2024. (XII.23) on teacher's training [419/2024. (XII.23) Korm. rendelet a pedagógus-továbbképzés rendszeréről] as a general rule, it is mandatory for teachers to participate in teacher training and pass an examination. The aim is to renew, expand and develop the knowledge and skills needed to deal with children and students. Among these trainings, some deal with school community service or rights awareness or focus on human rights and democratic values. These trainings are mainly aimed at ethics teachers and teachers interested in civic education. Universities and Parliament have the possibility to organise such training.

PRIME project

The National Youth Council (Nemzeti Ifjúsági Tanács) had a programme between 2022–2024, called Promoting and Improving Existing Methods of Youth Participation (PRIME) that aimed at the development of youth participation within formal education institutions and local governments. 

The target groups were teachers who assist in the work of school Student Councils (for more information, see above) in secondary schools and youth officers working at local governments. They have the possibility to promote youth participation in these institutes. In 2023, they conducted research on students' participation in educational institutions' life, and developed training materials and a summary of best practices for teachers based on the results. In the frame of the project, in 2024, they also provided trainings for teachers. In the pilot trainings about 140 teachers participated, and there was more training for 15 teachers in 15 groups and youth officers. The project is financed from the Erasmus+ budget. (For more information on youth officers, see 10.2 Administration and governance of youth work.)