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E quity of access to HE in Hungary

This project focuses on access trends in Hungarian higher education, examining chances for non-supported and supported groups like women, disadvantaged applicants, and those from smaller settlements. It highlights admission and support systems, outcomes, and challenges faced by various groups. The project also delves into support mechanisms during studies, including mentor programs and accommodations for disabled students and those in childcare. Contact veroszta.zsuzsanna@educatio.hu for more information.

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E quity of access to HE in Hungary

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  1. Equity of access to HE in Hungary Tempus SM project: „Towards Equitable and Transparent Access to Higher Education in Croatia” Dresden, 16-19, 2012 Zsuzsanna Veroszta Corvinus University of Budapest Educatio Nonprofit LLC Hungary

  2. Content • Access to higher education – general trends • Chances of access among non-supported groups • Women • Applicants from smaller settlements • Applicants with unfavorable educational background • Chances of access among supported groups • The Hungarian admission and support system • Access of disadvantaged groups • Combination of disadvantages • Support to keep students in the system

  3. Number of studentsinvarioustypesofstudyprogrammesatinstitutionsof HE in Hungary, 1990-2009

  4. The number of applicants and admitted students between 2001 and 2011

  5. Number of state-financed and cost-covering students by fields of study in 2010

  6. Chances of accessOn full time programs, state financed places, Bachelor or single-cycle programs , 2006-2010)

  7. Chances of accessbyfieldsofstudy, 2010(Ratio of state financed places and applicants – On full time programs, state financed places, Bachelor or single-cycle programs

  8. Disadvantaged groups in HE • Non-traditional applicants/students: • Effect of massificaton • Non-supported groups: women, students from small settlements, students with unfavorable educational background • Supported groups: students with disadvantageous socio-economical background, handicapped /disabled students, students with small children

  9. Women’s access to HERatio of admitted students among men and women, 2006-2010

  10. Ratio of admitted students by the type of settlement, 2010

  11. Ratio of admitted students by the type of secondary education, 2006-2010

  12. Ratio of admitted students by the level of language skills, 2006-2010

  13. Public support of access – the Hungarian model • The Hungarian higher education admission system - Admission point system • Supported groups: students with disadvantageous socio-economical background (two levels), handicapped/disabled students, students with small children – extra points • Public support to access • Support to keep students in the system

  14. Definitions • Handicapped/disabled – physical disabilities, autism, behavioral disfunctions (not chronic illness) • Socially disadvantaged –regular official child protection or state care • Multiple socially disadvantaged – above and parents under secondary education level • In childcare period - for those on unpaid leave for childcare purposes, childcare allowance, child-rearing allowance or childcare benefits

  15. Ratio of supported groups among applicants, 2010

  16. Ratio of admitted students among supported groups, 2010

  17. Ratio of socially disadvantaged applicants by the type of settlement, 2010

  18. Ratio of handicapped applicants by the type of settlement, 2010

  19. Support during studies – Mentor Program • For socially disadvantaged students • Financed by government, organized by Student Union • Personal support by mentors – former mentored students from the same course and institution (information, integration – not financial support) • Not full coverage – about 1500 students in every year (after application)

  20. Support during studies – disabled students • Higher Education Act: • Theyshall be offeredconvenientcircumstancesforpreparation and examination, • Shall be given more timetoprepareattheexamination • Shall be affordedtheopportunitytouseaidsatthewritten test • Possibility: written test instead of an oral test, or an oral test instead of a writtenone • Physicalaccessibility of buildings (it is required, butit has been solved mainly in the newbuildings)

  21. Support during studies - Students in childcare period • Institution-specific opportunities: • to have individual schedule for exams • exemptions from visiting some lectures • babysitting, nursing room • reduction of fees

  22. Thank you for your attention! Contact: veroszta.zsuzsanna@educatio.hu

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