Hungary
Explore the OECD's reports or draw from a wide variety of education indicators and data to construct your own, customised country reports, highlighting the facts, developments and outcomes of your choice.



Hungary
Adult skills (Survey of Adult Skills, PIAAC, 2023)
  • In Hungary, adults aged 16-65 scored, on average, 248 points in literacy (below the OECD average), 254 points in numeracy (below the OECD average), and 241 points in adaptive problem solving (below the OECD average).
  • In literacy, 32% of adults (OECD average: 26%) scored at Level 1 or below, meaning they have low literacy proficiency. At Level 1, they can understand short texts and organised lists when information is clearly indicated, find specific information and identify relevant links. Those below Level 1 can at most understand short, simple sentences. At the other end of the spectrum, 6% of adults (OECD average: 12%) scored at Levels 4 or 5 in literacy and are high performers. These adults can comprehend and evaluate long, dense texts across several pages, grasp complex or hidden meanings, and use prior knowledge to understand texts and complete tasks.
  • In numeracy, 29% of adults (OECD average: 25%) scored at or below Level 1 proficiency. At Level 1, they can do basic maths with whole numbers or money, understand decimals, and find single pieces of information in tables or charts, but may struggle with tasks needing multiple steps (e.g. solving a proportion). Those below Level 1 can add and subtract small numbers. Adults at Levels 4 or 5 are top performers (9% in Hungary, 14% on average across OECD countries and economies) . They can calculate and understand rates and ratios, interpret complex graphs, and critically evaluate statistical claims.
  • In adaptive problem solving, 37% of adults (OECD average: 29%) scored at or below Level 1 proficiency. Adults at Level 1 can solve simple problems with few variables and little irrelevant information, which do not change as they make progress towards the solution. They struggle with multi-step problems, or those needing monitoring of multiple variables. Adults below Level 1 at most understand very simple problems, typically solved in one step. Some 3% of adults (OECD average: 5%) scored at Level 4. They have a deeper understanding of problems, and can adapt to unexpected changes, even if they require a major re-evaluation of the problem.
  • When considering all three domains jointly, 22% of adults in Hungary (OECD average: 18%) scored at the two lowest levels of these proficiency scales.
    • | Country note | Survey of Adult Skills (PIAAC) | Survey of Adult Skills 2023: Do Adults Have the Skills They Need to Thrive in a Changing World? | The Survey of Adult Skills - Reader's Companion | Understanding Skill Gaps in Firms: Results of the PIAAC Employer Module | Survey of Adult Skills 2023 Data Analysis Manual |

    Select first some countries to compare, choose the charts you wish to display and customise them.

    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Graduation by gender

    In Hungary, the share of female first-time bachelor's graduates is one of the smallest among OECD countries and partner economies with available data. (56.2 %, rank 29/33 , 2023) Download Indicator

    Graduation by field of education and gender

    In Hungary, the share of female graduates in tertiary education in the fields of information and communication technologies is one of the smallest among OECD countries and partner economies with available data. (17.3 %, rank 37/41 , 2023) Download Indicator

    Completion rates

    Female completion rates to bachelor's programmes, measured by the end of the theoretical duration plus one year, were among the highest across participating countries. (73.5 %, rank 5/32 , 2021) Download Indicator

    Dropout rates

    The drop out rate of female new entrants to bachelor's programmes by the end of the theoretical duration was among the lowest across countries with available data. (9 %, rank 27/30 , 2020) Download Indicator

    The overall drop out rate of new entrants to bachelor's programmes by the end of the theoretical duration ranked Hungary among the lowest internationally. (12 %, rank 26/30 , 2020) Download Indicator

    Skills by parents' educational attainment

    The mean numeracy score for adults whose parents had not attained upper secondary education is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (224 PIAAC Score, rank 27/31 , 2023) Download Indicator

    Adults' skills

    The change in mean numeracy score in the Survey of Adult Skills (PIAAC) from 2012 to 2023 is low compared to other countries participating in the Survey of Adult Skills (PIAAC). (-17 PIAAC Score, rank 25/27 , 2023) Download Indicator

    Who the teachers are

    The share of women among teaching staff in primary education is one of the largest among OECD and partner countries with available data. (95.3 %, rank 2/43 , 2023) Download Indicator

    Teachers' salaries

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.7 Ratio, rank 15/19 , 2023) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.58 Ratio, rank 19/20 , 2023) Download Indicator

    The average actual primary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (38997 USD Equivalent, rank 28/32 , 2023) Download Indicator

    The average actual lower secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (38997 USD Equivalent, rank 28/32 , 2023) Download Indicator

    The average actual upper secondary teacher's salary among teachers aged between 25-64 is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (40216 USD Equivalent, rank 28/32 , 2023) Download Indicator

    Actual salaries for all academic staff in public institutions placed Hungary among the countries with the lowest values. (49026 USD Equivalent, rank 15/16 , 2023) Download Indicator

    Principals' salaries

    Lower-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Hungary. (0.91 Ratio, rank 16/17 , 2023) Download Indicator

    Upper-secondary 25-64 year-old school heads' salaries relative to earnings for full-time, full-year similarly educated workers with tertiary education is low in Hungary. (0.88 Ratio, rank 18/18 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old pre-primary school heads is one of the lowest in Hungary. (48172 USD Equivalent, rank 19/22 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old primary school heads is one of the lowest in Hungary. (52218 USD Equivalent, rank 25/28 , 2023) Download Indicator

    The average actual salaries of 25-64 year-old lower secondary education school heads is one of the lowest in Hungary. (52218 USD Equivalent, rank 25/28 , 2023) Download Indicator

    The average upper-secondary school heads' actual salary is one of the lowest among OECD and partner countries with available data. (54512 USD Equivalent, rank 25/28 , 2023) Download Indicator

    Ratio of student to teaching staff

    The number of students per teacher in tertiary institutions is one of the lowest among OECD and partner countries with available data. (10.7 Ratio, rank 33/37 , 2023) Download Indicator

    In Hungary, the number of students per teacher in private institutions tertiary education is one of the lowest among countries with available data. (10.6 Ratio, rank 34/34 , 2023) Download Indicator

    In Hungary, the number of students per teacher in private bachelor's, master's, doctoral or equivalent programmes is one of the lowest among countries with available data. (10 Ratio, rank 29/29 , 2023) Download Indicator

    Organisation of the education system

    In Hungary, the intended instruction time for lower secondary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (796 Hours, rank 32/34 , 2023) Download Indicator

    The total compulsory instruction time for primary students in Hungary is one of the shortest among OECD and partner countries with available data. (2663 Hours, rank 39/42 , 2023) Download Indicator

    In Hungary, the total intended instruction time for primary students (in hours per year) is one of the shortest among OECD and partner countries with available data. (2663 Hours, rank 31/34 , 2023) Download Indicator

    The total compulsory instruction time for primary and lower secondary student in Hungary is among the shortest among OECD and partner countries with available data. (5847 Hours, rank 38/42 , 2024) Download Indicator

    In Hungary, total intended instruction time for primary and lower secondary students (in hours per year) is among the shortest among OECD and partner countries with available data. (5847 Hours, rank 31/34 , 2024) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, literacy is defined as "accessing, understanding, evaluating, and reflecting on written texts in order to achieve one's goals, to develop one's knowledge and potential, and to participate in society" (Rouet et al., 2021). Proficiency in literacy is crucial for adults across their personal, social and professional spheres, given the prevalence of written communication in various aspects of life. Throughout the day, adults engage in a diverse range of reading activities, spanning from delving into extensive pieces of continuous text to swiftly scanning pages for pertinent information. Examples include reading emails, leaflets, timetables and instruction manuals.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      In the 2023 Survey of Adult Skills, numeracy encompasses "accessing, using, and reasoning critically with mathematical content, information and ideas represented in multiple ways in order to engage in and manage the mathematical demands of a range of situations in adult life" (Tout et al., 2021). The skills and knowledge needed for work and civic participation, and in more personal spheres of life, have changed. Individuals are presented with ever-increasing amounts of information of a quantitative or mathematical nature through online or technology-based resources, which have to be located, selected or filtered, interpreted, and at times questioned and doubted, and analysed for their relevance to the responses needed.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            

    
                        
    
                            
    
                                
      The first cycle of the Survey of Adult Skills measured problem solving in technology-rich environments. This is defined as the ability to use digital technology, communication tools and networks to acquire and evaluate information, communicate with others and perform practical tasks. The survey assessed adults' ability to solve problems by establishing appropriate goals and plans, and accessing and using information through computers and computer networks.


      
In the 2023 Survey of Adult Skills, problem solving in technology-rich environments was replaced by adaptive problem solving (APS). This involves "the capacity to achieve one’s goals in a dynamic situation in which a method for solution is not immediately available. It requires engaging in cognitive and metacognitive processes to define the problem, search for information, and apply a solution in a variety of information environments and contexts" (Greiff et al., 2021).


      
APS has three important features. First, it emphasises individuals’ capacity to flexibly and dynamically adapt their problem-solving strategies to a dynamically changing environment. Second, it tests their ability to identify and select among a range of available physical, social and digital resources. Third, individuals need to monitor and reflect on their progress in solving problems, through metacognitive processes.
    
                            
    
                            
    
                                | Education policies: Adult competencies | 
    
                            
    
                                Visualisations
    
                            

                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                    
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                            
    
                                Click the arrow sign next to the title:
                                    arrows
                                    to display other variables
                                
    
                                
                                    
                                
    
                            
    
                    
            
                
    
            
    
        
    
        
    
            
        
    
        
    
            
        
    

        
        
		
        
		
    
			
    
				Key
            
    
            Diagram of funding flows - Hungary
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
				Key
            
    
            Country Reviews for Hungary
            
    
            
    
			
    
        
    
		
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: https://www.oecd.org/en/about/members-partners.html
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2026 for school year 2025/2026.
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2024 for more details about the data collections.
            

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.