The OECD Programme for International Student Assessment (PISA) 2025 evaluates what students know and can do in science, reading, mathematics and computational problem-solving, assessing how effectively they can apply their knowledge to real-world challenges. The assessment also explores a range of broader competencies, attitudes and behaviours, including curiosity, perseverance and the use of artificial intelligence. PISA results provide valuable insights into the quality and equity of learning outcomes around the world, enabling educators and policymakers to learn from each other’s policies and practices. This country note provides a country-specific overview of Hungary.

The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

The Survey of Adult Skills offers unique insights on adults’ proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries' (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries' and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of Hungary.

The emergence of fully online, hybrid and blended forms of higher education has led governments, quality assurance agencies and higher education institutions (HEIs) across the OECD to reflect on how to ensure that digital education provides learners with opportunities to reach learning and employment outcomes similar to those achieved through traditional in person instruction. Building on stakeholder engagement and comparative analysis, this report offers an assessment of Hungary's quality assurance system for higher education and, more specifically, its strengths and weaknesses for assuring the quality of digital higher education. It offers recommendations and policy options to support the ongoing reform of Hungary's higher education accreditation system as well as a list of potential digital education indicators to be integrated in the assessment frameworks used by the Hungarian Accreditation Committee (MAB) for the accreditation of higher education institutions.

This country note presents the results of an analysis of Hungary undertaken within the Labour Market Relevance and Outcomes of Higher Education Partnership Initiative project. The project was implemented by the OECD with the support of the European Commission with the aim of helping policy makers and higher education institutions enhance the employment outcomes of graduates by better aligning higher education provision with current and emerging labour market skill demands. Doctoral degree programmes in Hungary are now largely tailored toward careers in academia or public research organisations. However, employers in the private sector increasingly seek doctoral degree holders to increase firm-level innovation, and encourage doctoral education schools to equip graduates with transferable skills, which are of increasing importance in the changing labour market. The country note reviews the system context, highlights challenges faced by doctoral schools and lessons learned from current practice, and presents policy options.

Digital technologies have transformed the way people interact, work and learn. The emergency transition to online teaching and learning necessitated by the coronavirus (COVID-19) pandemic has posed a serious challenge to instructional routines of higher education systems across OECD countries. The pandemic has demonstrated the ability of higher education institutions to ensure continuity in teaching and learning, but it has also revealed that much work remains to be done to ensure digital technologies are effectively used to promote quality, efficiency and equity in higher education. This report, which focuses on the digital transformation of higher education in Hungary, is a collaboration between the European Commission’s Directorate-General for Structural Reform Support (DG REFORM), the Hungarian Ministry for Innovation and Technology and the OECD’s Directorate for Education and Skills. Building on stakeholder engagement and comparative analysis, the report offers an assessment of the current state of digitalisation in higher education in Hungary, identifies policy recommendations to strengthen the current policy framework supporting digitalisation, and provides suggestions to help Hungarian authorities and stakeholders develop a monitoring framework and indicators to measure the digitalisation of the higher education system.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Hungary.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in Hungary.

This report presents evidence-based analysis of current strategies and practices in higher education institutions (HEIs) in Hungary towards a value-creating use of knowledge resources for innovation and entrepreneurship. The analysis and recommendations are highly relevant for policy makers and HEI leaders in other countries. Increased attention to innovation and entrepreneurship both from public policy actors and HEI leadership has triggered an incremental change process in the organisational culture of HEIs and a new approach to education and research for students and staff. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution across Europe and beyond (www.heinnovate.eu).

This Data Spotlight note on Early Childhood Education and Care (ECEC) provides a summary of ECEC policy inputs, outputs and outcomes in Hungary. It uses data available within the OECD Secretariat - Education at a Glance, the Programme for International Student Assessment (PISA) and the OECD Family Database - to make comparisons between Hungary's ECEC system and the systems in other OECD countries. This note complements the 2015 OECD publication, Starting Strong IV: Monitoring Quality in Early Childhood Education and Care.

This policy profile on education in Hungary is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends and insight into policies and reforms on selected topics.

This short country note recaps some Background on the 2014 OECD Measuring Innovation in Education report, the main Key report findings on innovation in education, the Report approach to measuring educational system innovation, along with Hungary's top five organisational education innovations for the 2003-2011 period and Hungary's top five pedagogic education innovations for the same interval.

This country background report on Hungary is one of a series of reports on vocational education and training (VET) in OECD countries, prepared as part of the Skills beyond School study. The series includes reviews, involving an in-depth analysis of a country system leading to a set of policy recommendations backed by analysis.

The Country Background Reports provide in-depth analysis of context, key factors and policy responses in individual countries. They provide an invaluable source of information on evaluation and assessment frameworks and greatly facilitate the analysis developed within the OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes. The Review is using a comparative framework to help countries assess: (i) how to develop a coherent evaluation and assessment framework; (ii) how to strengthen the use of evaluation and assessment results to enhance school practices so student outcomes are improved; and (iii) how to facilitate the implementation of evaluation and assessment policies.

As part of the OECD review on migrant education, countries were invited to provide information on their national migrant education policies. Note that this information is in addition to the full country background reports provided by the six countries participating in the policy review: Austria, Denmark, Ireland, the Netherlands, Norway and Sweden. The attached information was provided by Hungary using a standard international questionnaire on migrant education policies in response to longstanding diversity.

Learning for Jobs is an OECD study of vocational education and training designed to help countries make their VET systems more responsive to labour market needs. It expands the evidence base, identify a set of policy options and develop tools to appraise VET policy initiatives. Since 1989, Hungary has made significant efforts to restructure its VET system and it now has many strengths, including a strong national qualifications framework. But there are significant challenges, including weak links between VET and the labour market, early tracking and multiple selection mechanisms in the school system, and the low status of VET.

The introductory section of this report provides a brief overview of the Hungarian Vocational Education ans Training (VET) system followed by a short description of the three case studies selected for the study. As these form the main focus of the report they are described and discussed in more depth in later sections. The three cases were selected by Hungarian officials, in collaboration with the OECD/CERI Secretariat.

The report provides an overview of school leadership developments and issues in Hungary, as a contribution to the OECD's Improving School Leadership Activity. It discusses the national context of schooling, the features of the school system, school governance and leardership, the attractiveness of school leaders' roles, and professional learning of school leaders in the country.

This review covers children from birth to compulsory school age and includes the transition period into primary schooling. In order to examine thoroughly what children experience in the first years of life, the review has adopted a broad, holistic approach to study early childhood policy and provision. To that end, consideration has been given to the roles of families, communities and other environmental influences on children's early learning and development. Particular emphasis has been laid on aspects concerning quality, access and equity, with an emphasis on policy development in the following areas: regulations; staffing; programme content and implementation; family engagement and support; funding and financing.