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Priority Changes in Hungarian Education Policy

The collapse of the two-pole world system led to radical changes concerning politicaleconomic and social matters in the post-communist countries, including Hungary. The changes had an impact on all fields of life, thus the whole system of education as well, affecting its structure, organization, control and the regulation of contents. The realization of all these was determined by the changes in the priorities of education policy.At the beginning of the procedure the transformation of the system of public education was in focus, in connection with the emergence of the values of freedom and autonomy.During this phase the decentralization process, which had already started before the change of regime, accelerated, and primary and secondary schools were given the opportunity to change structure, from the traditional 8+4 grades to the structures of 6+6 or 4+8 grades. At the same time, the elaboration of a new “,core curriculum”, was started, which considered as ,determinative the points of view of the reformed, decentralized educational system. By the end of the procedure a two-level, norm-oriented high-school graduation system waselaborated, which enabled the comparative measurement of students’, achievements. During the last ten years, which can be considered as the second phase of the procedure, education policy has been focusing on three fields: vocational education, adult education and higher education. In these fields the decision-makers had to face differing problems: on one hand the fast-changing needs of labor-market, on the other hand the dilemma of how to preserve the quality of education under the circumstances of the extensive broadening of higher education. In my presentation I would like to talk about the changes inpublic education, considering mainly the modifications in the system of the regulation of contents. The lead of my talk will be the chronology of elaboration and transformation of the ,state regulatory document, the National Core Curriculum.

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