6.10 Current debates and reforms
Current debates in national education
The launch of the 'National Educational Infrastructural Development Program' (Nemzeti Köznevelési Infrastruktúra Fejlesztési Program). In the budget of 2019 HUF 9 000 000 000 (about EUR 27.2 million) was allocated for the modernisation of schools and building gymnasiums and swimming pools to support the requirements of everyday physical education. In the first part of the program 82 project have finished (from 2014-2018), and in the second part the Government implemented 76 further projects. In 2020, in the third part of the program, HUF 219 million (about EUR 600 000) is planned for the program and 42 further modernisation/building is accepted.
'Modern Cities Program' (2015-2020). In the frame of this project, the Government contracts with cities in favour of infrastructural development. It concerns the institutions of the national education in the case of 5 cities. These cities are to receive HUF 59.8 billion (about EUR 18 million).
According to the information provided by the Ministry in 2019, it plans to improve access to the education of the students with special educational needs
- by developing the institution of the specialised pedagogical services and
- improving the regulation of the system of the 'mobile' remedial teachers and conductors, and
- updating education, based on skill development.
The new National Core Curriculum and the frame curriculums based on this is approved in 2020. Furthermore, all of the students get the textbooks for free from the year 2020 (in primary and secondary school also).
In addition, many so-called smart-books have been developed on the National Public Education Portal (Nemzeti Köznevelési Portál), which are available free of charge to registered students and teachers. These contain illustrative materials and interactive tasks, and can even be used in out-of-classroom digital education. The Portal can also be used for organising digital education: the teachers can give tasks to the students and check the solutions and help the students work in groups.
According to the information provided by the Ministry in 2021, the content and the structure of the maturity exam will be changed from 2024 (változik az érettségi). The aim is to acquire certain skills (such as active problem solving and finding correlations) next to basic knowledge. Therefore, in the scientific, economic and media subjects, the students can choose to do project work. Also, the IT subject will be replaced with a digital culture subject and compulsory project work is required as a maturity exam.
Current debates in national higher education
The frame number of the PhD training is going to increase.
The launch of the 'Mobility Window' (mobilitási ablak) from the academic year 2019/2020. The aim of this provision is the internationalisation of students in higher education. The three types of mobility are:
- the mobility for learning,
- for internship and for research, and
- for writing the thesis.
It is compulsory for every higher education institution to involve the possibilities of mobility in the curriculum. It is involved in the 87/2015. (IV.9.) Government decision on the implementation of the provisions of the 2011/CCIV. Act on National Higher Education (87/2015. (IV. 9.) Korm. rendelet a nemzeti felsőoktatásról szóló 2011. évi CCIV. törvény egyes rendelkezéseinek végrehajtásáról) that a higher education institute could launch a training just in the case if the core curriculum of the training ensures a time period for the student for a part-time training in abroad.
In 2020, there was a model change in higher education which means that the institutions were delegated in the maintenance of public interest asset management foundations. Furthermore, the state still has an important role in the higher education system as the procurer of the higher education service.
Current debates in vocational training
The system of vociational and adult traning is reformed in 2020, by the 'Vocational Training 4.0' Strategy ('Szakképzés 4.0' Stratégia). For more information, see sub-chapter 6.1 General context.