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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Publish date : 2024-12-05 14:38:00
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