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
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
2
Number of students in various types of study programmes
at institutions of HE in Hungary, 1990-2009
The number of applicants and admitted students
between 2001 and 2011
180000
160000
148880
164699 160217 167371
150233
120000
100000
140308 140953
132771
140000
98031
127306
109355 106876 109851
103364
108928
96991
94142
81637 81108
94724
98208
97769
2002
2006
2009
2010
2011
80000
60000
40000
20000
0
2001
2003
2004
2005
Applicants
2007
2008
Admitted students
Number of state-financed and cost-covering
students by fields of study in 2010
0
2000
4000
6000
8000
10000
Economics
8488
Technical
11314
Humanities
6812
Social sciences
4278
3604
Teacher training
5145
2321
Law and administration
2187
4725
Information technology
5145
625
Natural sciences
5203
267
Medical and life sciences
4156
494
Agriculture
2384
1301
Sports 862
679
Fine arts 1007 217
National defense and military
675
Number of state financed students
12000
14000
16000
18000
8383
2112
3324
Number of cost-covering students
Chances of access
On full time programs, state financed places, Bachelor or singlecycle programs , 2006-2010)
0.7
0.6
0.5
0.65
0.56
0.56
0.53
0.50
0.4
0.3
0.2
0.1
0
2006.
2007.
2008.
2009.
2010.
Chances of access by fields of study, 2010
(Ratio of state financed places and applicants –
On full time programs, state financed places, Bachelor or single-cycle programs
1.14
Natural sciences
Information technology
Technical
Medical and life sciences
Teacher training
Humanities
Agriculture
Social sciences
Economics
Sports
Law and administration
Fine arts
National defense and military
0.88
0.76
0.51
0.5
0.48
0.48
0.42
0.35
0.26
0.23
0.16
0.08
0
0.2
0.4
0.6
0.8
1
1.2
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
2010.
Women
2009.
Women
2008.
Women
2007.
Women
2006.
Women’s access to HE
Ratio of admitted students among men and women, 2006-2010
Women
67.5%
Men
71.0%
73.8%
Men
75.2%
82.3%
Men
84.9%
73.5%
Men
76.8%
69.50%
Men
0.00%
72.70%
20.00%
40.00%
60.00%
80.00%
100.00%
Ratio of admitted students by the type of
settlement, 2010
Total
69%
Abroad
61.10%
Capital district
68.70%
County seat
71.80%
Town
68.50%
Village
67.60%
Small village
68.10%
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
Ratio of admitted students by the type of
secondary education, 2006-2010
61.40%
2010
74.70%
66.80%
2009
77.50%
80.70%
85.60%
2008
2007
70.00%
2006
66.70%
73.60%
0.00%
20.00%
40.00%
Vocational school
60.00%
80.00%
Secondary grammar school
89.00%
100.00%
Ratio of admitted students by the level of language skills,
2006-2010
58.70%
2010
84.30%
83.00%
65.60%
2009
86.50%
84.80%
78.40%
2008
67.20%
2007
62.80%
2006
.00%
20.00%
40.00%
Lack of language exam
Intermediate language exam
60.00%
89.40%
89.70%
89.00%
86.70%
86.20%
82.50%
80.00%
Advanced level language exam
100.00%
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
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, childrearing allowance or childcare benefits
Ratio of supported groups among applicants, 2010
Socially disadvantaged applicants
5.10%
Applicants with small chilldren
1.40%
Handicapped applicants
1.20%
Multiple socially disadvantaged applicants
0.60%
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Ratio of admitted students among supported
groups, 2010
Among applicants with small children
78.70%
Among handicapped applicants
77.30%
Among multiple socially disadvantaged
applicants
72.50%
Among socially disadvantaged applicants
72.20%
Among all applicants
69.70%
0.00% 20.00% 40.00% 60.00% 80.00% 100.00%
Ratio of socially disadvantaged applicants by the
type of settlement, 2010
19.80%
small village
village
4.70%
7.97%
30.70%
35.49%
town
23.70%
15.85%
county seat
capital district
0.00%
33.73%
6.85%
19.20%
20.00%
All applicants
40.00%
60.00%
80.00%
Socially disadvantaged applicants
100.00%
Ratio of handicapped applicants by the type of
settlement, 2010
19.80%
17.10%
small village
village
4.70%
4.50%
30.70%
28.70%
town
23.70%
27.40%
county seat
capital district
0.00%
19.20%
21.60%
20.00%
All applicants
40.00%
60.00%
Handicapped applicants
80.00%
100.00%
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)
19
Support during studies – disabled students
 Higher Education Act:
– They shall be offered convenient circumstances for
preparation and examination,
– Shall be given more time to prepare at the examination
– Shall be afforded the opportunity to use aids at the
written test
– Possibility: written test instead of an oral test, or an oral
test instead of a written one
– Physical accessibility of buildings (it is required, but
it has been solved mainly in the new buildings)
20
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
21
Thank you for your attention!
Contact:
[email protected]