INCA Education around the world
Hungary : Organisation/control of education system
2.1.1 Control
2.1.2 Funding
2.1.3 Private sector education
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
This information is intended to provide the background context of structure and control, within which the curriculum and assessment frameworks are implemented.
2.1 Organisation and control of system/structure
See section 2.1.1 of the mainstream Hungary Archive.
2.1.2 Funding
See section 2.1.2 of the mainstream Hungary Archive.
2.1.3 Private sector education
See section 2.1.3 of the mainstream Hungary Archive.
2.1.4 SPECIAL PUBLICLY-FUNDED PROVISION WITHIN OR OUTSIDE MAINSTREAM EDUCATION
Provision in mainstream educationStudents with special educational needs in Hungary are usually placed either in separate institutions ('special general schools for the disabled'), are catered for in separate classes in mainstream compulsory general schools, or in 'normal' classes of mainstream compulsory general schools (the traditional form of primary and lower secondary education in Hungary, providing education for students over eight years, ages 6-14). According to legislation, children with special educational needs may attend regular mainstream pre-schools or schools if it is felt that they would benefit from such a placement, and if the institution has stated in its foundation document that it is willing to receive such children. Decisions on placement are usually made by what is known as a Professional Rehabilitation Committee (PRC). If parents do not agree with the decision of a PRC, they may appeal to the local education authority.21
Students with special educational needs attending mainstream schools have the right to receive extra hours for rehabilitation. The number of remedial hours allowed is dependent on the number of children with special needs in a school or pre-school and on the nature of their need. Extra lessons can be taken by special teachers or by regular, mainstream teachers. If the lessons are to be taught by regular teachers, they must have been given guidelines by a special teacher. 21
Special schools
In 1998/99, the number of special general schools for the disabled was 199, which amounts to around five per cent of the total number of general schools. Over 90 per cent of the separately taught disabled are mentally disabled children.14
There are few secondary level institutions for the disabled. There is one general secondary school for students who are slightly disabled and another one for those with impaired hearing.13
In addition, the Education Act 1985 authorised the establishment of special vocational training schools for the slightly mentally disabled. These offer one- or two-year courses of special (vocational) training (in specific professional subject areas) to prepare students to enter the labour market. 14 See 3.2.5 in addition.
Numbers of students attending special vocational training schools
| 1994 | 1995 | 1996 | 1997 | 1998 |
| 5702 | 4394 | 3680 | 2357 | 1438 |
Source: Hungary. Ministry of Education (2000).
Provision for ethnic minorities
Various opportunities exist for students whose mother tongue is not Hungarian. These usually include:
- education in schools where the mother tongue is taught as a foreign language;
- education in schools where the languages of instruction are the mother tongue and Hungarian (bilingual education); and
- schools where the mother tongue is the language of instruction.6, 14
Special educational services
In addition to special educational institutions, there are special educational services available for students with special needs. In particular, since 1992, a system of early detection and a consulting service has been developed. There are currently 170 to 180 centres employing 300 to 350 experts helping approximately 2,000 families. There is also a special educational advisory service for children with adjustment problems.14
Control and funding
Where students with special needs are integrated in the mainstream school system (in separate classes in mainstream schools, or in ordinary classes with additional teacher or teaching assistant support), such schools receive increased funding from the local municipality to enable them to provide such support.14
