Hungary
2016 Report on the State of Citizenship and Human Rights Education in Europe
Questionnaire filled in by the Ministry of Human Capacities
GENERAL QUESTIONS
Q1 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
To a great extent
b) … integration of migrants and refugees?
To a great extent
c) … consequences of the economic crisis / austerity measures / social exclusion?
To a great extent
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
To a great extent
Q2 In your country, is priority given to…
a) … EDC/HRE at national government level
To a fair extent
b) … EDC/HRE at local government level
c) … EDC/HRE at educational institution level (school, college, university)
To a fair extent
d) … supporting training about EDC/HRE for teachers and school leaders
To a fair extent
e) … making resources / materials about EDC/HRE available
To a little extent
f) … making financial support for EDC/HRE available
g) … supporting co-operation with NGOs, including youth organisations, in the field of EDC/HRE?
To a little extent
Further comments
to b): EDC/HRE at local government level: NO DATA. In Hungary the maintainer of schools is a centralised institution (Klebelsberg Institution Maintenance Center).
The principles of EDC/HRE are expressed in the National Core Curriculum but the monitoring of the implementation of these issues on an institutional level is not well developed. The government is introducing an external supervision system of schools and teachers and it is hoped that the everyday implementation of these basic values in institutions will be more visible. The principles of EDC/HRE are also in line with the introduced school community service.
Q3 What is needed for citizenship and human rights education to receive a greater priority in your country?
a) Improved awareness of relevance of EDC/HRE for meeting the current challenges in our societies
To a fair extent
b) Availability of data on effectiveness of EDC/HRE with respect to meeting the current challenges in our societies, including examples of good practice
To a fair extent
c) Advocacy by civil society organisations
To a fair extent
d) Advocacy by prominent personalities
To a fair extent
e) Increased visibility of EDC/HRE in the media coverage
To a fair extent
f) Political will
To a large extent
g) Political pressure from regional and international institutions
To a fair extent
h) More resources allotted to EDC/HRE
To a fair extent
i) Other
Please specify “other”
Further comments
Q4 In your country, are there any inconsistencies between...
a)…statements of principle (on the value of EDC/HRE in education for all people) and existing education policies?
To a little extent
b)…EDC/HRE policies and their implementation in practice?
To a little extent
c)…EDC/HRE policies and other policy sectors?
To a little extent
Please describe the existing inconsistences:
The main inconsistency is between the written values in strategies and preamble of curricula on the one side and the detailed syllabi like part of the curricula and pedagogical practice on the other side as the dedicated time for EDC/HRE is not mostly fulfilled with knowledge elements.
Further comments
Q5 In your country, have strategic approaches / measures been taken to counter these inconsistencies, since 2012?
Yes
If yes, please specify:
Revision of the curricula is an ongoing process and the aim is to make the curricula more flexible and provide enough time for attitude and skill development beside knowledge transfer.
If no, please explain why not:
Further comments
Q6 Have concrete measures/activities been taken to promote citizenship and human rights education in your country since 2012, in accordance with the objectives and principles of the Charter? (NB: this includes work done in the framework of the UN World Programme for Human Rights Education and other relevant international programmes and initiatives)
Yes
If yes, please specify:
The school community service became obligatory. In the 2012/13 school year, the Act on Public Education introduced community service for upper secondary school students as an obligatory extracurricular activity. From 2016, only students who undertake 50 hours of community service can obtain a secondary school leaving certificate. The Act defines community service as social or environmental activity carried out individually or in a group to the benefit of the local community, within an organised framework and with pedagogical support. The aim is to raise social awareness, improve the self-confidence and various skills and competences of students and provide an opportunity for career guidance. Community service relies on the cooperation of schools with other organisations (municipalities, NGOs, churches, museums, libraries etc.) as students usually perform community service in these organisations – e.g. in the fields of healthcare, welfare, environment or nature protection. Implementation is coordinated and supported by the Hungarian Institute for Educational Research and Development, which provides guidelines, information, best practice examples and a partner search facility on a dedicated website and regularly organises conferences, workshops as well as an accredited training course for teachers. The New Moral Education and Moral and Religious Education subject is in line with EDC/HRE. The Public Education Act introduced "Moral Education" and "Religious Education" as compulsory subjects in 2013 in grades 1, 5 and in grade 7 at six-grade secondary schools. The subjects will be phased in to cover all grades. The choice between the two is ensured for pupils in every grade. The content of Moral Education is regulated by the National Core Curriculum and the Framework Curricula in line with the Act on Public Education stating that “ideological information shall be communicated comprehensively and in an objective manner, respecting the religious and ideological belief of children/students, parents and teachers throughout the educational process”. Churches involved in teaching Moral and Religious Education have the right and responsibility to define its content.
If no, please explain why not:
Further comments
Q7 Are there any measures/activities planned to promote citizenship and human rights education in your country, in accordance with the aims and objectives of the Charter?
Yes
If yes, please specify:
It is planned to maintain and further develop the community service programme for secondary schools in the coming years. From 2016 (this school-year) only students who undertake 50 hours of community service can obtain a secondary school leaving certificate.
If no, please explain why not:
Further comments
Q8 Is the Charter…
a)…available in the language(s) of your country?
Yes
b)…available in the minority language(s) of your country?
No
c)…available on the website of the Ministry of Education or another relevant body?
No
d)… disseminated to the target audiences by other means?
Yes
If no, please explain why not:
The Charter has been sent by the EDC/HRE coordinator to the ministerial officers, NGOs and experts. The Charter was translated into Hungarian.
Further comments
Q9 The Council of Europe has produced a number of tools and resources to promote and support citizenship and human rights education within and across the States Party to the European Cultural Convention. These tools and resources are available at: www.coe.int/en/web/edc/resources and at: www.coe.int/compass (Please indicate the usefulness, in your country, of the following Council of Europe tools and resources.)
a) Charter on EDC/HRE
Moderately used
b) Strategic Support for Decision-makers: Policy Tool for EDC/HRE
I do not know/Information not available
c) Democratic Governance of Schools
I do not know/Information not available
d) How all Teachers Can Support EDC/HRE: A Framework for the Development of Competencies
I do not know/Information not available
d) Quality Assurance of EDC in Schools
I do not know/Information not available
e) School-Community-University Partnerships for Sustainable Democracy: EDC in Europe and the US
I do not know/Information not available
f) Living Democracy' Manuals for Teachers
I do not know/Information not available
g) A Compendium of Good Practice in HRE
I do not know/Information not available
h) Compass, manual for human rights education with young people
I do not know/Information not available
i) Compasito, manual for human rights education with children
I do not know/Information not available
j) Human Rights and Democracy Start with Us – Charter for All
I do not know/Information not available
k) Curriculum development and review for democratic citizenship and human rights education
I do not know/Information not available
l) Multimedia Material (ex. video “Beat Bullying”, series of cartoons “Democracy and Human Rights at School”, video “Corporal punishment at school : how two parents decided to change things”)
I do not know/Information not available
m) “Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights
I do not know/Information not available
Other (please specify: ______)
If these resources were useful, please specify:
If these resources were not useful, please specify:
Further comments
We always disseminate the home page of the CoE where publications are in English or in English and Hungarian. We do not have data about visitors. CoE may place a counter.
QUESTIONS ON SPECIFIC ARTICLES OF THE CHARTER
SECTION 1: GENERAL PROVISIONS
Article 3. Relationship between education for democratic citizenship and human rights education
Q10 Is there a shared working definition of citizenship and human rights education in your country?
Yes
In case if there is no shared working definition of citizenship and human rights education, please explain why not:
Please provide the name of the term in English and in original language as well as its definition and indicate the references and/or web link.
Social and civic competence is used in the National Core Curriculum. http://ofi.hu/sites/default/files/attachments/mk_nat_20121.pdf
SECTION 2: OBJECTIVES AND PRINCIPLES
Article 5. Objectives and Principles
Q11 In your country, to what extent do education laws, policies, and strategic objectives explicitly refer to citizenship and human rights education
a) … in formal education at pre-primary, primary and secondary level?
Moderately
b) … in vocational education and training?
Scarcely
c) … in higher education?
Moderately
d) … in the training of education personnel?
Scarcely
e) … in youth policy and non-formal education?
Moderately
In case if education laws, policies, and strategic objectives do refer explicitly to EDC/HRE, please specify:
In case if education laws, policies, and strategic objectives do not explicitly refer EDC/HRE, please explain why not:
The National Kindergarten Programme, the National Core Curriculum, Framework curricula includes EDC/HRE although this is not expressed extensively.
SECTION 3: POLICIES
Article 6. Formal general and vocational education
Q12 In your country is education for democratic citizenship and human rights promoted as follows in schools and colleges:
a) specific subject matter – obligatory
c) cross-curricula approach
d) whole school approach
Please provide further details including web links where appropriate:
History social and civic competence School Council
Further comments
Q13 If citizenship and human rights education is included in the curricula in your country, has it been subject to revision and updating since 2012 at...
a) … pre-primary education?
Yes
b) … primary school?
Yes
c) … lower secondary school (including vocational)?
Yes
d) … upper secondary school (including vocational)?
Yes
If no, please explain why not:
If yes, then what are/were the key challenges? How will they be / how were they overcome?
Key challenge is the overload of the curricula. Because of overloading the curricula with knowledge elements there is not enough time for development of skills and attitudes needed for EDC/HRE. A new revision of curricula therefore is planned and partly in progress.
To what extent was the revision and updating process inclusive and participatory?
There was a possibility for stakeholders to make suggestions regarding the curricula, but it was decided by the government that which suggestion and to what extent were taken into account during the development of the final version of curricula.
Further comments
Article 7. Higher education
Q14 To what extent is citizenship and human rights education provision promoted in higher education institutions in your country?
Moderately
If not at all or scarcely, please explain why:
If extensively, please explain why and provide examples:
Further comments
The notion of "human rights and democratic citizenship" is of prior importance in higher education but as an educational activity appears only in some programmes.
Article 8. Democratic governance
Q15 In your country, are there any education laws, policies and strategies that promote democratic governance in educational institutions, particularly schools, concerning…
a) … decision making procedures (e.g. governing bodies / school boards)?
Yes
b) … school culture / rules?
Yes
c) … pupil / student participation (e.g. school / student councils)?
Yes
d) … parental / family involvement in schools (e.g. governing bodies / school boards)?
Yes
e) …school / community links (in and out of school)?
Yes
If yes, please specify:
a) There are school boards.
b) It depends on schools.
c) There are school councils.
d) There are school boards and parents visit schools and meet teachers regularly. e) There are green parliaments and school community service.
If no, please explain why not:
Further comments
Article 9. Training
Q16 In your country, is there a provision for citizenship and human rights education in initial teacher education, continuing professional development and other types of training for…
a) … teachers?
Yes
b) … school leaders?
Yes
c) … other education staff?
No
d) … youth leaders (in and out of school)?
Yes
e) … teacher trainers / trainers of trainers?
Yes
f) … parents?
No
If yes, please specify:
In teacher training one of the fundamental aims is to educate future teachers who have a good understanding of democratic processes and institutions and who can educate students to value and use democratic processes. There are programs which ensure continuing professional development for teachers and leaders focusing on EDC/HRE. - Higher education programs have a so called Program Content and Outcome Description, which is set in a ministerial decree. Based on such regulations: - Pre-primary school teachers (óvópedagógus) are expected to have a professional attitude respecting human rights and norms - Primary school teachers (tanító) are expected to have a professional attitude built on the universal values of human beings, - Teachers (tanár) are expected to support the development of commitment to communities, the learning of active and responsible citizenship in a democratic society, the respect of human rights and values along with national values. - School leaders (közoktatás vezető) are expected to have knowledge on the constitutional base of the Republic of Hungary, on the structure and operation of public administration and the state, on the educational policy procedures and on the European Union.
If no, please explain why not:
There is no formal training for "other educational staff" or for parents.
If to some extent, please specify:
Further comments
Provide examples of good practice:
Trainings for youth leaders: http://ncsszi.hu/kepzes/akkreditalt-tovabbkepzesek/ifjusagi-kepzesek
Article 10. Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Q17 To what extent, in your country, is there co-operation and support between the government and the following organisations and groups that foster citizenship and human rights education?
a) Non-governmental organisations (NGOs)
To a fair extent
b) Youth organisations
To a fair extent
c) Community groups
To a fair extent
d) Parents' groups
To a fair extent
e) Other (please specify: ______)
If not at all or to a little extent, please explain why:
If to a large extent, please explain the factors for success:
Provide examples of good practice:
Further comments
Article 11. Criteria for evaluation
Q18 In your country, have criteria been developed to evaluate the effectiveness of citizenship and human rights education programmes?
No
Further information:
Please provide examples of how these criteria have been developed, reviewed and used:
To what extent have they been useful?
Provide examples of good practice:
Article 12. Research
Q19 In your country, to what extent has research been initiated and promoted on citizenship and human rights education to take stock of the current situation?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to obtain stronger support for such research?
Further comments
Much research is done by non-governmental organisations or companies.
Article 13. Skills for promoting social cohesion, valuing diversity and handling differences and conflict
Q20 In your country, to what extent are educational approaches and teaching methods promoted that enable pupils/students to acquire competences to…
a) … promote social cohesion?
To a moderate extent
b) … value diversity and equality (particularly between different faiths and ethnic groups)?
To a moderate extent
c) … settle disagreements and conflicts in a non-violent manner?
To a moderate extent
d) … combat all forms of discrimination and violence (especially bullying)?
To a moderate extent
If not at all or to a little extent, please explain why:
What needs to be done to encourage more active promotion of such educational approaches and teaching methods?
Further comments
There have been several efforts and campaigns to combat segregation and violence at schools and to promote social cohesion both at governmental and non-governmental level. In teacher training more of the fundamental aims to educate future teachers who can educate students to value multiculturalism (particularly between different faiths and ethnic groups), to prevent and deal with conflicts, discrimination and violence. Teacher training educates future teachers to use inclusive education. Another main aim of the teacher training is to educate future teachers who have a good understanding of psychological, sociological and cultural nature of different students' groups, also who have competence related to problem-solving, and finally who can develop social cohesion in students' groups. Teacher training educates future teachers who can nurture a mindset for the students based on the fields of development and education goals of the National Core Curriculum (for example: ethical education, civic education and democratic education, the development of self-knowledge and social competences, social responsibility and volunteering).
SECTION 4: EVALUATION AND COOPERATION
Article 14. Evaluation and review
Q21 Has any action been taken or foreseen to evaluate strategies and policies undertaken in accordance with the aims and principles of the Charter?
Yes
If not, please explain why not:
If yes, please provide links to the relevant monitoring and evaluation reports:
The school community service has been monitored. http://www.nemzetipedkar.hu/wp-content/uploads/2016/01/NPK_OFI_IKSZ_besz%C3%A1mol%C3%B3-2014.2015-tan%C3%A9v.pdf
What were the key conclusions?
Who takes part in the evaluation process?
Example of good practice:
Further comments:
Article 15. Co-operation in follow-up activities
Q22 In your country, have any co-operation activities with other countries been organised or planned in pursuing the aims and principles of the Charter?
Yes
If not, please explain why not:
Example of good practice:
What is required to encourage such cooperation activities?
Further comments
E.g. Hungary has participated two times in the CoE/EC pilot project scheme (Hungarian Institute for Educational Research and Development).
Article 16. International and European co-operation
Q23 In your country, is there co-operation and collaboration on citizenship and human rights education with the following organisations / institutions?
a) Council of Europe (CoE)
Yes
b) United Nations system (UN) (including UNESCO and UN OHCHR)
c) Organisation for Security and Co-operation in Europe (OSCE)
d) European Union (EU) (including European Commission)
Yes
e) Other international/ European organisations
Please specify 'Other international/ European organisations'
What are your expectations from such cooperation?
We can share good ideas and practice.
To what extent are these expectations met?
How could such cooperation be made more useful?
Further comments
Q24 In what ways is / can the Charter review process be of support to the countries? [Please rank from 1 (not useful)- 5 (very useful)]
a) An encouragement / motivation for stronger action and higher quality
5
b) An opportunity to promote good practice
5
c) A support tool for dialogue with other countries and within the country
5
d) Access to expertise from other countries and from international institutions
5
e) Other
Please specify other
Q25 What are your expectations from the Council of Europe? [Please indicate the current level of satisfaction from 1 (not useful) - 5 (very useful) for each expectation]
a) An encouragement / motivation for stronger action and higher quality
5
b) Opportunities for sharing and cooperation with other countries
4
c) Provision of a shared framework of reference / common standards
4
d) Impetus for dialogue and cooperation within the country
4
e) Authoritative encouragement to ensure respect of commitments
4
f) Technical advice / technical assistance
5
g) Access to the network of key actors in the member states through the Committee of Ministers, Parliamentary Assembly, the Congress of local and regional authorities and the INGO Conference and the HR Commissioner as well as various monitoring bodies (such as ECRI) as a means of raising visibility of EDC/HRE
5
h) Other
Please specify other
Q26 What are the key challenges to the promotion and development of citizenship and human rights education in your country? (Please indicate the level of impact of each challenge)
a) Lack of priority among decision makers (other areas given more priority)
High Impact
b) Lack of awareness/interest/support among education professionals
Medium impact
c) Impact of the economic crisis/recession
High Impact
d) Reduction/cuts in funding
High Impact
e) Decentralised education system
Medium impact
f) Changing political context (e.g. change of government)
High Impact
g) Reduction of support networks (NGOs, parent and youth groups etc.)
Medium impact
h) Lack of public interest and support
Medium impact
i) Lack of media interest and support
Medium impact
j) Lack of support from European organisations (Council of Europe, EU etc.)
Low impact
k)Other
Please specify other
Further comments (half a page maximum):
FOLLOW-UP QUESTIONNAIRE
There are plans to repeat this questionnaire in 5 years’ time to get a further sense of the progress of the States Party to the European Cultural Convention in pursuing the aims and principles for citizenship and human rights education promoted by the present Charter. It is also proposed to design the questionnaire focusing on particular areas.
Q27 What particular areas should the follow-up Questionnaire focus on for the next review cycle? (Please indicate the level of priority for each area)
a) Formal general (pre-primary, primary and secondary school) and vocational education
High
b) Higher education
Medium
c) Pre-school education
High
d) Democratic governance of educational institutions
High
e) Training (initial and on-going)
High
f) Role of non-governmental organisations (NGOs), youth organisations and other stakeholders
Medium
g) Criteria for evaluation
High
h) Research
High
i) Social cohesion, valuing diversity and handling differences and conflict
High
j) Evaluation and review
High
k) International and European co-operation
High
l) Other
Please specify other
Q28 How can this questionnaire be improved in order to ensure that the data collection is meaningful and useful in terms of encouraging further progress in citizenship and human rights education?
Q29 To what extent the process of preparation of the reply to this questionnaire was constructive and participatory? [Please rank from 1 (poor)- 5 (excellent)]
Further comments:
FOCUS GROUP 2016: PARLIAMENTARIANS
NB: The questions below are to be addressed to the Education Commission in the National Parliament or other similar bodies
Please indicate which body has been contacted
Cultural Committee of the Hungarian National Parliament
Q30 Would you agree that citizenship and human rights education is a means to address…
a) … violent extremism and radicalisation leading to terrorism?
b) … integration of migrants and refugees?
c) … consequences of the economic crisis / austerity measures / social exclusion?
d) … the deficit of democratic participation of both vulnerable and non-vulnerable groups in society with the overall aim of building cohesive and equitable societies?
Further comments:
Q31 What legislation has been adopted in the last 5 years or is in preparation, with a view to support and promote citizenship and human rights education?
The Hungarian National Assembly did not accept any bills promoting citizenship and human rights in education in the last 5 years. No bills are in preparation regarding this topic.
Q32 What are the thematic areas of education of particular concern to your Committee in this respect?
Please, see previous answer.
Q33 Do you have any further comments to make not provided elsewhere? If so, please use the space below.
No comments.
Q34 Further comments on citizenship and human rights education in the country:
No comments.
Other contributors contacted by the respondent, including representatives of:
1. Ministries:
Ministry of Human Capacities, State Secretary for Education; policy officer responsible for international relations in the field of youth affairs
2. Research institutions:
Hungarian Institute for Educational Research and Development (Hungarian name: OFI)
3. Education professionals:
4. Civil society organisations:
a. Teachers organisations:
b Youth organisations
National Youth Council of Hungary
c Children organisations
d Parents organisations
5. National human rights institutions
6. Parliaments
Cultural Committee of the Hungarian National Parliament
7. Local and regional authorities
8. International institutions
9. Medias
10. Others
