The Hungarian „Life Course Survey” 'Reducing Early School Leaving: efficient and effective policies in Europe‘ DG EAC Conference, 2012 March 1-2 Gábor Halász Hungary, ELTE University, Budapest

The background The survey The use of the survey The Hungarian „Life Course Survey”

Thank you for your attention!

General background National inclusion programs –National programme to combat child poverty ( ) –National Social Catch-up Strategy (2011-) A strong emphasis on indicators, monitoring and measuring progress –Various research initiatives undertaken –Publication of regular data-based analytical reports –Strong involvement of researchers in social sciences

Education policy background Major social integration programs financed from ESF and domestic resources Measurable progress Compulsory age 18 (since 2008) The system of „National Assessment of Basic Competencies” (NABC) –since 2001 every pupil measured in grades 6,8,10 –detailed family background questionnaires –individual pupil identifier codes since 2007 –yearly feedback to schools and individuals

The „Life Course Survey”/1 A longitudinal survey started in 2006 (and repeated since then every year on the same cohort) The original sample: pupils (selected from the 8 th grade population of NABC) –Voluntary participation –Roma minority and SNI pupils overrepresented –Sample attrition by 2009: N=7929 (80%) A household survey model (standard questionnaire administered by professional interviewers)

The „Life Course Survey”/2 The questionnaires used: –Two questionnaires (parent and pupil) –Approximately 300 questions –Wide range of social and educational factors related with school failure and progression The outcomes –Detailed reports (including technical reports) –Academic publications (some of them accessible also in English) –Major conferences, strong media coverage (see „Életpálya-vizsgálat” in Google)

The „Life Course Survey” Some illustrations of outcomes Repetition, drop out rates School/life course Roma and non-Roma comparisons Territorial data School progression and selection processes

The use of survey data in the policy process/1 The use of survey results in the policy process seems to be week: intensive academic use is not accompanied by intensive policy-related use Databases are accessible for everybody and efforts are being made to make them even more accessible… …but this is not enough.

The use of survey data in the policy process/2 Improving the researcher – decision- maker nexus is also needed to make utilisation more effective Such as: –better mediation mechanisms –mutual understanding of the constraints of the other (e.g. different time perspectives) –developing a shared language –behavioural models (e.g. intelligent use of data going beyond media-type utilisation)

Drop out ( ) All Roma pupils All non-Roma pupils Roma with low education Non-Roma with low education Pupils still in school Pupi ls progressing „normally” (without repeating a year)

The situation of those in normal school in 2009 by 2011 (%)

Reading competence levels (8 th grade, 2006) RomaNon-Roma

Proportion of Roma pupils in different regions (%; 8 th grade, 2006)

Proportion of pupils in selective academic secondary schools (8 th grade, 2006)

Some examples of types of questions School related questions (e.g. participation in catch-up courses, being hit by school violence) Home life related questions (e.g. working, leisure) Personal traits and aspirations Family conditions (income, health, habitation etc.) Child upbringing habits of parents (e.g telling tales, kindergarten attendance) – etc.