The global landscape, as envisioned by the OECD forecast and encapsulated in the

United Nations Sustainable Development Goals (SDGs), serves as a compass, guiding nations
toward a more equitable and sustainable future. For Hungary, understanding and navigating
the trajectory outlined by these projections is crucial. In this essay I will delve into the
forthcoming decades for Hungary, exploring both the positive and negative characteristics
highlighted by the OECD, juxtaposed against the backdrop of the UN SDG goals.
Furthermore , I will unravel the complexities that Hungary may encounter, offering insights
into the ideal and real scenarios that may shape its destiny.
Education stands as the cornerstone of societal progress, shaping the trajectory of
nations for generations. Like many countries, Hungary must commit resources to Goal 4
(Quality Education). Investments in education could result in an educated workforce, driving
innovation and sustainable development. Also it has to consider the OECD’s Back to the
Future of Education: Four OECD Scenarios for Schooling. The scenarios that are presented
in this, such as Schooling Extended, Education Outsourced, Schools as Learning Hubs, and
Learn-as-you-go, serve as tools to support long-term strategic thinking in education.
Analysing OECD data, particularly the Education indicator diagram, reveals
Hungary’s increased investment in children between 2020 and 2022. During this period, the
country allocated $12,098 per student, indicating a positive trend in financial commitment to
education. Another commendable objective in the realm of education is striving for universal
equality, aligning with the second goal of ending hunger. Hungary has implemented various
programs aimed at assisting underprivileged children. One such initiative is the “Óvoda- és
iskolatej program,” offering free milk and fruit to students. Additionally, for economically
disadvantaged children, the government covers their school meals through the standard Child
Protection discount.
Other goals are vital because children represent the future, and safeguarding the
environment is essential for creating a secure future for them. Goal number 13, which
emphasizes taking urgent action to combat climate change and its impacts, along with Goal
15, focusing on protecting, restoring, and promoting the sustainable use of terrestrial
ecosystems, managing forests sustainably, combating desertification, and halting and
reversing land degradation and biodiversity loss, are particularly critical. Unfortunately,
Hungary currently falls short in addressing these goals. The government has not sufficiently
promoted renewable energies such as water, wind, and solar power. Instead, it is prioritizing
nuclear energy with projects like „Paks 2.” While Hungary did invest in solar energies
through the „Napenergia Plusz Program,” benefiting Hungarian households, recent changes in
the program have resulted in increased costs for families in terms of their power usage. This
shift contradicts the initial positive impact and raises concerns about the government’s
commitment to fostering sustainable and environmentally friendly energy sources.
However, the current investments into the education is not reflected in the results. The
PISA performance of Hungarian children is declining in mathematics, reading, and science,
falling below the OECD average (OECD results 2020-2022).
The issues with the Hungarian education system include the following: low teacher
salaries, regional segregation (e.g. the Eastern counties), and challenges faced by Romany
children. Low teacher salaries can undermine the quality of education by affecting teacher
motivation and retention, potentially leading to a less experienced teaching staff. Regional
segregation, particularly in the Eastern counties, may result in disparities in educational
resources and opportunities, contributing to uneven educational outcomes. Challenges faced
by Romany children often stem from social and economic factors, leading to reduced access
to quality education, perpetuating a cycle of disadvantage and limiting their educational
achievements.
So how can we enhance education and establish an ideal scenario? In envisioning an
ideal future for Hungary, education emerges as a potent force for social transformation.
Inspired by the EU 2030 Agenda’s Goal 4, Hungary should pledge to ensure inclusive and
equitable quality education for all. By 2030, the nation aims to ensure that every child
completes free, equitable, and high-quality primary and secondary education, fostering
relevant and effective learning outcomes.
In pursuing this vision, Hungary explores the four OECD scenarios for the future of
schooling, favouring the “Schools as Learning Hubs model.” This approach envisions schools
retaining essential functions while promoting diversity and experimentation. Competence
recognition becomes more sophisticated, emphasizing continuous change, flexibility, and the
integration of non-teaching professionals. Hungary aspires to create a learning environment
connecting schools to communities, fostering civic engagement and social innovation.
Furthermore, Hungary should endorse bilingual education and encourage the
development of bilingual children. This includes broadcasting English movies and TV shows
with Hungarian subtitles or Hungarian content with English subtitles on national television.
Following the Dutch government’s successful approach, this strategy can significantly
enhance language proficiency, as evidenced by the impressive English language skills in the
Netherlands.
 The realistic outlook of envisioning this ideal future for Hungary’s education system
has to involve a multifaceted approach. While inspired by the EU 2030 Agenda’s Goal 4, it is
crucial to acknowledge the need for practical steps. One potential avenue for improvement
lies in addressing teacher salaries. Increasing teachers’ compensation can contribute to
attracting and retaining skilled educators, thereby positively impacting the quality of
education.
Competence recognition’s sophistication, emphasizing continuous change, flexibility,
and the integration of non-teaching professionals, reflects a commitment to adaptability and
staying current with educational trends. The aspiration to create a learning environment
connecting schools to communities is pivotal for fostering civic engagement and social
innovation. This can be achieved through community involvement, partnerships, and
initiatives that bridge the gap between schools and the broader society.
Supporting bilingual education and fostering bilingual children is an extra step in this
vision. Using language-focused methods, like showing English content with Hungarian
subtitles, can improve students’ language skills. However, this great success might take time,
as many Hungarians currently don’t speak another language.
In summary, Hungary is at a crucial point, dealing with global expectations, UN SDG
goals, and internal challenges. While there are positive steps like investing more in education,
there are also worries about students’ performance, low teacher salaries, and differences in
education between regions. Achieving an ideal future demands a delicate balance between
visionary goals and practical solutions. Hungary’s commitment to education, equity, and
sustainability must translate into actions, aligning the nation’s trajectory with global ideals
and meeting the needs of its people.

Primary sources:
OECD prognosis (2020)
https://www.oecd-ilibrary.org/education/back-to-the-future-s-of-education_178ef527-en
United Nations Sustainable Development Goals (SDGs)
https://sdgs.un.org/goals

Secondary sources:
https://data.oecd.org/hungary.htm
https://net.jogtar.hu/jogszabaly?docid=a2100019.am
http://users.atw.hu/sziaisk/aktualis2.html
https://www.h2energy.hu/napenergia-plusz-program-2024/?
gad_source=1&gclid=Cj0KCQiApOyqBhDlARIsAGfnyMpJNpWjhSKYEgqUvHxvZn5
8X2-xsM3Ecir2lm9omP2g3AlQh6esA7oaAvbMEALw_wcB