Hungary Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/13, 2014/15 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2019/2020 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
191,410
181,386
372,796
1.1
189,601
179,595
369,196
1.2
204,979
194,439
399,418
1.3
198,637
187,882
386,519
1.4
1.2 All children/learners enrolled in any form of recognised education
171,140
159,399
330,539
2.1
185,431
173,056
358,487
2.2
200,807
190,694
391,501
2.3
191,177
185,902
377,079
2.4
1.3 All children/learners enrolled in mainstream (pre-) schools
169,792
158,863
328,655
3.1
179,604
170,126
349,730
3.2
194,387
187,043
381,430
3.3
187,157
183,265
370,422
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
169,792
158,863
328,655
4.1
179,604
170,126
349,730
4.2
194,387
187,043
381,430
4.3
187,157
183,265
370,422
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4 All children/learners educated outside of mainstream (pre-)schools
1,348
536
1,884
6.1
5,827
2,930
8,757
6.2
6,420
3,651
10,071
6.3
4,020
2,637
6,657
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
1,107
430
1,537
7.1
5,281
2,661
7,942
7.2
5,813
3,278
9,091
7.3
2,584
1,746
4,330
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
241
106
347
8.1
546
269
815
8.2
607
373
980
8.3
1,436
891
2,327
8.4
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.4d All children/learners educated in recognised forms of home schooling
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
7,169
3,141
10,310
1.1
17,381
8,341
25,722
1.2
22,157
11,860
34,017
1.3
14,670
8,174
22,844
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
7,169
3,141
10,310
2.1
17,381
8,341
25,722
2.2
22,157
11,860
34,017
2.3
14,670
8,174
22,844
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
5,821
2,605
8,426
3.1
11,554
5,411
16,965
3.2
15,737
8,209
23,946
3.3
10,650
5,537
16,187
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
5,821
2,605
8,426
4.1
11,554
5,411
16,965
4.2
15,737
8,209
23,946
4.3
10,650
5,537
16,187
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
1,348
536
1,884
6.1
5,827
2,930
8,757
6.2
6,420
3,651
10,071
6.3
4,020
2,637
6,657
6.4
2.4a All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by the ministry of education
1,107
430
1,537
7.1
5,281
2,661
7,942
7.2
5,813
3,278
9,091
7.3
2,584
1,746
4,330
7.4
2.4b All children/learners with an official decision of SEN educated in separate special (pre-)schools or units organised by other sectors/ministries
241
106
347
8.1
546
269
815
8.2
607
373
980
8.3
1,436
891
2,327
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA

Hungary - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

In kindergarten, from age 3 to the beginning of school.

In schools, from beginning school (6–7 years) to 16 years.

 

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-6 7-10 11-14 15-18
Is private sector education covered by the data provided for the country?
Yes

Public education institutions may be established and operated by the state, nationality self-governments and churches registered in Hungary, as well as other organisations or persons on condition that they have obtained the right for conducting such activity as laid down by statutory provisions. Kindergartens may also be established and operated by local governments.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

The Education Authority can permit the home schooling status. Learners who are home-schooled have to take examinations at the end of the academic year.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 50% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

The ‘expert activity’ (diagnostic committee) is one of the pedagogical assistance service institution’s duties. In this case, the pedagogical assistance service institution appears as professional diagnostic committee. The professional diagnostic committee of the county pedagogical assistance service institution draws up an expert opinion based on a complex psychological, pedagogical-special educational and medical examination. It makes suggestions as to the education of children/students with special educational needs or facing difficulties in integration, learning or behaviour within the framework of special treatment, as well as the method, form and place of education. The professional diagnostic committee conducts a review procedure ex officio one academic year later. The expert opinion must be reviewed ex officio in every second academic year after the first ex officio review, until the academic year in which the student reaches the age of ten and every three years thereafter until the academic year in which the student reaches the age of sixteen.

What educational assessment procedures are carried out and who is involved?

Special needs education is provided in line with the pedagogical assistance service committee’s expert opinion. The head of the committee is a special teacher with professional skills corresponding to the type of disability, and its members are psychologists, medical doctors and specialists. They draw up an expert opinion on the child examined and based on this they make a proposal for the institution providing kindergarten education or school education, as well as for the specific requirements for education and teaching of the child or student.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The professional diagnostic committee shall conduct a review procedure ex officio one academic year later.  The expert opinion must be reviewed ex officio in every second academic year after the first ex officio review until the academic year in which the student reaches the age of ten and every three years thereafter, until the academic year in which the student reaches the age of sixteen.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

Officially there are no learners out-of-education.

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