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

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

Number of students in various types of study programmes at institutions of HE in Hungary,

The number of applicants and admitted students between 2001 and 2011

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

Chances of access On full time programs, state financed places, Bachelor or single- cycle programs, )

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

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

Women’s access to HE Ratio of admitted students among men and women,

Ratio of admitted students by the type of settlement, 2010

Ratio of admitted students by the type of secondary education,

Ratio of admitted students by the level of language skills,

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, child- rearing allowance or childcare benefits

Ratio of supported groups among applicants, 2010

Ratio of admitted students among supported groups, 2010

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

Ratio of handicapped applicants by the type of settlement, 2010

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

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