The Act CXC of 2011 on National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről) outlines the framework of the Hungarian general education system and its institutions, and establishes the criteria for monitoring it.

Quality assurance in general education is a systematic, recurring process that aims to achieve the objectives of the education system and evaluate the effectiveness of education, with a focus on continuous improvement at various levels of education. The quality assurance framework is defined in Government Decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet) and in Ministry Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions (20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmények működéséről és a köznevelési intézmények névhasználatáról). Monitoring and evaluation take place in several main processes and areas. The main processes include learning and teaching, school operation, thematic and development programmes, system-level operation and the maintenance of regulatory and supportive tools and services. The areas range from internal self-evaluation of schools to external pedagogical and professional inspections, as well as national and international standardised measurements. Quality assurance, and evaluations as part of this, aim to examine student results, the operation of schools and the effectiveness of the general education system. They also serve to monitor and improve the performance and results of individual schools, including student achievement, teacher performance and the performance of school heads. These activities also provide feedback on the institution's work to parents who support the school's educational activities.

The attached diagrams below provide an overview of the main processes of the quality assurance system. The numbered tables following the diagram below show the measurement and evaluation tools used in quality assurance, as well as the parties involved and relevant regulations, organized by main process.

Diagram: AN OVERVIEW OF THE MAIN QUALITY ASSURANCE PROCESSES IN GENERAL EDUCATION

• Table 1: ORGANISATION AND SUPPORT OF LEARNING

• Table 2: DEVELOPMENT OF TEACHING

• Table 3: OPERATION OF THEMATIC EDUCATIONAL PROGRAMMES

• Table 4: OPERATION OF SCHOOLS

• Table 5: DEVELOPMENT OF THE SCHOOL AND ITS SURROUNDINGS (CREATING OPPORTUNITIES)

• Table 6: OPERATION OF THE EDUCATION SYSTEM

• Table 7: OPERATION OF REGULATORY AND SUPPORT TOOLS AND SERVICES

Responsible bodies

Early childhood education includes nurseries for children up to the age of three, the operation of which is regulated by the Child Protection Act and its implementing decree. Within the nursery care framework, childcare and education are provided in accordance with the National Core Programme for Nursery Education and Care, which is approved by the minister. The health-related activities of nurseries are overseen by the capital and county government offices in their capacity as public health authorities. Official supervision of nurseries is carried out by the Directorate-General for Social Affairs and Child Protection, which is responsible for methodological tasks relating to nurseries.

External evaluation conducted in accordance with uniform principles and procedures is of paramount importance at all levels of general (primary and secondary) education, including early childhood (pre-primary) education. To this end, the minister responsible for general education operates a national system of educational and professional inspections. Within this framework, the minister organises ongoing inspections in schools every five years, concluding with an evaluation. The external evaluation relies heavily on school’s self-evaluation, as well as on the results of standardised student competence assessments. School’s self-evaluation, which incorporates systematic feedback from parents and pupils, is also a key component of quality assurance.

Responsibilities of the main actors:

Minister

The minister responsible for general (pre-primary, primary and secondary) education has the following key responsibilities regarding sectoral quality assurance, monitoring, and evaluation:

• Carrying out sectoral quality policy tasks (e.g. strategy development, planning intervention measures, regulation, and comprehensive evaluations), and operating the Education Authority. The Authority organises national assessments, carries out tasks related to measuring students’ physical condition and fitness, establishes procedures and principles for evaluating student performance and monitors measures implemented by schools subject to intervention;

• Regulatory tasks: regulating activities related to assessment, such as establishing procedural rules concerning national assessments, secondary school leaving exams, higher education entrance exams, quality assurance and the national register of experts.

• Information tasks supporting assessment: operating the Public Education Information System (KIR);

• ordering annual assessments, evaluations and professional inspections as specified in the ministerial decree on the organisation of the school year;

• Conducting ad hoc thematic evaluations, carrying out measurement, professional inspection and research programmes for evaluation purposes.

To improve educational practices in pre-schools (kindergartens), primary schools and secondary schools, the minister responsible for general education shall review the educational content, management model, organisational methods, quality policy, quality assurance system and the number of weekly teaching hours for students. If there is no appropriate domestic initial teacher education programme in higher education for a subject or subject module, the minister shall also review the qualifications and professional competence requirements for teachers of the given subject or subject module, as well as the conditions necessary for operation. 

Through the maintenance and operation of the Educational Authority, the minister responsible for general education shall perform his or her duties related to the support and evaluation of the processes, activities, and participants of the general education system.

Educational Authority

As the central governing body of the Hungarian general education system, the Educational Authority carries out assessments pursuant to Government Decree 121/2013. (IV. 26.) on the Educational Authority (Az Oktatási Hivatalról szóló 121/2013. (IV. 26.) Korm. rendelet). The Authority conducts national assessments such as DIFER, OKM and NETFIT (see more details below), as well as career orientation tests. It also carries out international assessments such as PISA, TIMSS, TALIS, ICILS and PIRLS, and performs administrative and professional inspections. The Authority is also responsible for organising the secondary school leaving examinations (érettségi vizsga). As an administrative authority, the Educational Authority is also responsible for accrediting continuing education for teachers and plays a role in accrediting professional examination centres, as well as maintaining the national registry of examination chairpersons, experts and consultants (szakértői névjegyzék). 

The Educational Authority also operates the teacher appraisal and promotion system (pedagógusminősítési rendszer) and participates in the official inspection of schools.

At the request of the minister responsible for education and in accordance with the provisions of the decree on the organisation of the school year (27/2025. (VII. 24.) BM rendelet a 2025/2026. tanév rendjéről), the Educational Authority conducts annual nationwide thematic inspections. It regularly inspects public education expert activities, state-recognised language examination centres and venues, and providers of in-service teacher training. Furthermore, it processes and records the results of its inspections and evaluations (e.g. the Green Kindergarten Programme, the Eco-School Programme, the Arany János Programme, School Community Service and monitoring the performance of students at risk of dropping out) and submits a report to the minister. Additional quality assurance tasks include operating the Public Education Information System (köznevelési információs rendszer), which collects and records basic data on general education, and the Early Warning and Educational Support System, which is designed to prevent dropout (lemorzsolódás megelőzését szolgáló korai jelző- és pedagógiai támogató rendszer).

School maintainers/operators

Monitoring the school’s educational and professional activities is one of the management responsibilities of the maintainer/operator. They are legally obligated to evaluate the implementation of the tasks specified in the educational programme, thereby assessing the effectiveness of the school’s educational and professional activities. In accordance with the authorisation granted by Ministry of Interior Decree 18/2024. (IV. 4.) on the performance evaluation of teachers (18/2024. (IV. 4.) BM rendelet a pedagógusok teljesítményértékeléséről), the performance evaluation of the school head is a structured process carried out via the KRÉTA system, based on the evaluation conducted by the school maintainer/operator. Starting with the 2024–2025 school year, the evaluation focuses on educational and professional activities and is objective and fact-based.

The Minister responsible for general education may request that the school maintainer/operator commissions a legality and professional audit, educational and professional assessment, review and analysis at the school under its maintenance/operation and reports on the results. If the maintainer/operator fails to comply with the request, the Educational Authority shall act upon the Minister's order.

The inspection also includes an evaluation of the interventions set out in the equal opportunities plan.

In accordance with Government decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet), Sections 21 (1)–(2), the School District Centre must review its Equal Opportunity Action Plan every three years and then renew it. This aims to promote access to inclusive, high-quality education, improve student performance (e.g. results in the National Assessment of Basic Competences), and reduce unexcused absences, grade repetition and school dropout without a qualification. Current legislation in Hungary declares equal treatment and non-discrimination in the planning of educational activities to create opportunities (oktatási esélyteremtő tevékenység) in line with the Local Equal Opportunity Programme (Helyi Esélyegyenlőségi Program) at the municipal level (Section 31 of Act CXXV of 2003 on Equal Treatment and the Promotion of Equal Opportunities (2003. évi CXXV. törvény az egyenlő bánásmódról és az esélyegyenlőség előmozdításáról)).

School

The basic units of the Hungarian general education system are autonomous educational institutions. Legislation and state supervision ensure the quality of their work and their democratic and lawful operation. Schools are involved in various quality assurance processes. 

Student assessment is carried out by the school and its teachers. This assessment is an integral part of the educational process, measuring students' development in terms of knowledge, skills, and attitudes. According to Section 62(1)(j) of Act CXC of 2011 on the National Public Education (2011. évi CXC. törvény a nemzeti köznevelésről), a teacher's fundamental duty is to care for and educate the children and students entrusted to them. In pre-schools (kindergartens), this involves educating children in accordance with the National Core Programme for Pre-primary Education. In schools, teachers must teach the curriculum prescribed in the framework curriculum and assess students' progress, taking into account the provisions of the individual development plan in cases of special educational needs.

Section 54(1) of Act CXC of 2011 on National Public Education stipulates that teachers must regularly evaluate students' performance and progress during the school year using grades. Teachers must also assign final grades at the end of each semester and at the end of the school year. In Hungary, students in grades 1–2 receive written feedback, while those in higher grades are assessed on a 5-point scale (from excellent to unsatisfactory). For behaviour and diligence, a 4-point scale is used. Both formative (developmental) and summative (summarising) assessment are fundamental to supporting the learning process. 

Schools are responsible for planning, implementing, evaluating, and revising their own strategies and educational programmes. Schools also conduct institutional self-evaluation as a key component of the national educational and professional inspection. Based on this, relevant teachers and school administrators prepare a five-year self-improvement plan and an action plan for the school as a whole.

The school head, in cooperation with the teachers, is responsible for evaluating teacher performance (see Decree No. 18/2024 (IV. 4.) of the Ministry of Education on the performance evaluation of teachers (18/2024. (IV. 4.) BM rendelet a pedagógusok teljesítményértékeléséről)).

Approaches and methods for quality assurance

1. Internal evaluations conducted as part of quality assurance in the general education system:

Individual teacher performance evaluation within the school

Teacher performance evaluation was introduced in the 2024/25 school year. The primary aim of this evaluation is to enhance teaching and educational quality, support individual professional development, and encourage teachers to achieve exceptional performance. The evaluation is facilitated by a central IT system (KRÉTA TÉR). Within this framework, school heads evaluate the performance of teachers with a 'Teacher I' classification annually, based on personalised annual performance targets. Teachers can also submit a self-assessment, and the final assessment is fine-tuned during an evaluation interview, which may affect the teacher's salary. At the same time, a representative appointed by the maintainer/operator evaluates the school head based on individual or institutional criteria determined by the maintainer/operator.

Assessments conducted in schools

Review of the school’s educational programme. The school’s educational programme defines educational goals, tasks, and tools, taking into account local characteristics, as well as the needs and expectations of those using the school (i.e. stakeholders). It is the school's strategic programme and defines local educational principles and practices, as well as the curriculum and tools used in the education process over the longer term. The teaching staff adopt the educational programme and the school head approves it. Parents can learn about the programme directly and monitor its implementation, holding the school accountable. The teaching staff review and modify the educational programme at most once a year.

Directorial (internal) educational and professional monitoring: As part of the national educational-professional inspection (tanfelügyelet), the school self-evaluation system has become a key focus. The purpose of comprehensive school self-evaluation is for the school heads, in collaboration with teaching staff, to identify outstanding and improvable activities. Based on this, they can then plan improvements, set out development tasks in an action plan, launch organisational and individual learning and self-development programmes, and examine the effectiveness of these programmes in the context of a new self-evaluation. During self-evaluation, schools examine how well they have met the goals set out in their own educational programmes and how close they are to achieving them. Methods of school self-evaluation include: a) document analysis, b) learning about the infrastructure of teaching, c) interviews, d) questionnaire surveys. Based on the self-evaluation, teachers and school heads draw up a five-year self-development plan and an action plan for the school as a whole. Under this system, the school's teachers carry out a self-evaluation every five years and the school's head carries out a self-evaluation in the second and fourth years of their term of office. A comprehensive self-assessment of the entire school is carried out every five years. 

This is carried out in accordance with a ministerial decree (Section 145(3) of Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions (20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmények működéséről és a köznevelési intézmények névhasználatáról) ) and the standards developed by the Educational Authority and approved by the minister responsible for general education. The self-assessment is supported by the Consolidated Self-Assessment Manual and Methodological Guide (Önértékelési kézikönyvek), which was published by the Educational Authority and revised and approved by the minister responsible for general education. The results of the school self-assessment are used during school inspections.  The referenced decree entrusts the Education Authority with the responsibility of preparing and continuously developing professional materials for educational supervision inspections and self-assessment.

Preparing an institutional development/action plan: The purpose of this process is to improve the school’s efficiency, adaptability and quality. Preparing the development plan involves a comprehensive, structured process of defining the school’s goals and expectations, based on a review of foundational documents (e.g. the school educational programme and organisational and operational regulations) and a status analysis. The plan should include improvements to education, adaptation to changes and achievement of strategic goals. Institutional development and action plans must be prepared by schools that:

• fail to achieve the specified performance level in centralised assessments (Section 80(2) of Ministry of Human Capacities Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions (20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmények működéséről és a köznevelési intézmények névhasználatáról));

• have implemented skills development and integration programmes since 2003 and pre-school development programmes since 2010 (pursuant to Sections 171–173 of Ministerial Decree 20/2012 (VIII. 31.));

• have a high proportion of students at risk of dropping out (see Section 4(37) of Act CXC of 2011 on National Public Education). They may also apply complex, standardised educational measures implemented within The pedagogical system supports the prevention of school dropout in their work (pursuant to Section 26/A(4) of Government decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet). 

• their data indicates a risk of educational segregation, as well as a risk in terms of schools' indicators of further education, absenteeism, dropout rates, and competency assessment.

2.   External evaluations conducted as part of quality assurance in general education:

Individual performance evaluation of teachers: 

This evaluation is linked to the career model and promotion system of teachers and is conducted in accordance with Government Decree 401/2023 on the implementation of the Act LII of 2023 on Teachers’ New Career Paths (401/2023. (VIII. 30.) Korm. rendelet a pedagógusok új életpályájáról szóló 2023. évi LII. törvény végrehajtásáról). The purpose of the evaluation is to recognise the natural progression of professional advancement, promote continuous professional development, and strengthen teachers' sense of vocation and commitment to the profession by establishing different levels. Participation in the appraisal procedure aimed at achieving the first category is mandatory, whereas for higher categories it is voluntary (see Chapter 8.2, 'Teacher Advancement' (Útmutató a pedagógusok minősítési rendszerében a Pedagógus I. és Pedagógus II. fokozatba lépéshez, for details). The Educational Authority has prepared general guidelines (Általános Útmutatók), as well as subject- and field-specific interpretations of competencies and indicators, and special rules relating to the appraisal process. The appraisal examination and process are conducted by a committee comprising public education experts classified as Master Teachers and listed in the National Register of Experts, the head of the school employing the teacher or a senior teacher delegated by the school head.  The appraisal is competency-based, using a predefined set of indicators to assess the level of development of teachers' professional competencies, ensuring the application of a developmental approach within the appraisal system. Teachers can identify their strengths and areas for improvement, as well as any shortcomings, and plan their own professional development.

School-level evaluations:

National educational and professional evaluation (inspection): This is a school-level assessment conducted in five-year cycles, concluding with an evaluation. This evaluation covers all schools and personnel involved in educational activities, regardless of the school's maintainer type. Inspections are carried out based on an annual national educational and professional inspection plan prepared by the Educational Authority by 20 July each year for the following calendar year. The purpose of the inspection (tanfelügyelet) is to provide an external review of schools' work by experts (szakértői névjegyzék) and evaluate and improve it according to uniform criteria and standards. The institutional inspection evaluates schools' professional activities, teachers' work according to general educational criteria and school heads' activities according to general educational and management criteria, based on schools’ own objectives. Inspection methods: 

• document analysis covering work plans and annual reports from the two preceding school years, the school's most recent in-service training plan and related enrolment plans, institutional outcomes (including results and evaluations from mandatory national assessments conducted in the five years prior to the inspection year) and documents detailing measures taken in response to them, 

• conducting interviews.,

• continuous observation to familiarise oneself with the infrastructure of the educational work.

Based on the experts’ findings, the school head prepares a five-year action plan (development plan), which outlines tasks for improving the school's educational and professional work. Following the conclusion of the inspection, the action plan is approved by the teaching staff and submitted to the maintainer/operator by the school head.

Regional-level assessments:

Preparation of a municipal-level equal opportunities analysis and programme. According to Section 31 of Act CXXV of 2003 on Equal Treatment and the Promotion of Equal Opportunities (2003. évi CXXV. törvény az egyenlő bánásmódról és az esélyegyenlőség előmozdításáról), municipalities have to prepare a local equal opportunity programme every five years. This programme must include a situation analysis of the educational, housing, employment, health and social conditions of disadvantaged social groups, particularly women, people living in extreme poverty, Romani people, people with disabilities, children and the elderly, based on methodological guidelines (Helyi Esélyegyenlőségi Programok). The action plan based on the situation analysis must define the measures necessary to comprehensively address the problems identified during the analysis. When developing the programme, consistency must be ensured between the anti-segregation objectives of the local, municipal-level equal opportunities programme and the school district-level equal opportunities action plan (see the next paragraph). Particular attention must be paid to preventing and addressing unlawful segregation in education, as well as to ensuring equal access. Progress on the local equal opportunities programme and changes in the situation must be reviewed every two years, and the programme must be reviewed and amended if necessary.

School District Equal Opportunity Action Plan: Pursuant to Government Decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet), the school district centre shall develop a school district-level equal opportunity action plan, in accordance with the equal opportunity situation analysis and programme of the municipality(ies) (see previous paragraph).   The action plan promotes access to inclusive, high-quality education, and proper implementation is expected to improve student performance (e.g. National Assessment of Basic Competences results) and reduce unexcused absences, grade repetition and dropping out without a qualification.

Programme-level evaluations

Green Kindergarten Programme. The Green Kindergarten (Zöld Óvoda)  certification system and its criteria are an effective and systematic tool for teaching children about sustainability from an early age. The awarding, renewal and granting of permanent status for the Green Kindergarten title are carried out as part of a programme evaluation procedure. Additionally, the Ministry responsible for general education or the Educational Authority may evaluate participating pre-schools’ programme activities through an online questionnaire or on-site inspection, in accordance with the relevant decree (Section 191/A(2) of the Ministry of Human Capacities Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions (20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmények működéséről és a köznevelési intézmények névhasználatáról)).

The Eco-School Programme primarily offers opportunities to be implemented as part of extracurricular activities for the further development of eco-schools and schools focused on sustainability. The Eco-School title is awarded through a competitive application process (Ökoiskola pályázat) and is granted based on a programme evaluation that includes a self-assessment. The Educational Authority may review the programme annually via an online questionnaire or on-site inspection.

Arany János Programmes. The Arany János Programmes (Arany János Programok) support the academic progress and talent development of socially disadvantaged and economically vulnerable student groups in secondary schools by providing a comprehensive set of educational, social, health and cultural tools. The programmes aim to promote students’ academic success. The Minister publishes content guidelines that establish programme requirements and additional educational activities within the framework curriculum of the Arany János Talent Development Programme and the Arany János Dormitory Programme, as well as the national core programme for dormitory education. Each school year, the implementation of the programmes is evaluated through a monitoring process, for which data is provided by dormitories and schools as part of a self-assessment. The Educational Authority is responsible for collecting data and information to track the progress of the programmes.

School community service. Legislation (Jogszabályi háttér az Iskolai Közösségi Szolgálathoz) requires secondary school students to complete fifty hours of community service before they take their secondary school leaving exams. An annual monitoring programme is conducted to assess, advise on, and support the implementation of community service, covering 40–40 schools. The primary objectives of the monitoring programme are to support the implementation of the scheme, collect best practices, track progress and support schools. A summary report (összegző jelentés) is published by the Educational Authority and the National Teachers' Association (Nemzeti Pedagógus Kar).

Report of the Anti-Segregation Working Group. According to Government decree 134/2016 on Organisations Participating as Maintainers in Public Education and on the Klebelsberg Centre  (134/2016. (VI. 10.) Korm. rendelet az állami köznevelési közfeladat ellátásában fenntartóként részt vevő szervekről, valamint a Klebelsberg Központról), Section 2/C(4)) the Anti-Segregation Working Group is a permanent working group of the school district centres. Its main tasks are to monitor the provision of equal opportunities and access in schools and to track the implementation of the school district’s equal opportunities action plan. The head of the working group prepares an annual report on the results of these measures and submits it to the head of the Klebelsberg Centre. The head of the Klebelsberg Centre forwards the report to the minister by 28 February of the year following the reporting year.

Ensuring equal treatment. In accordance with section 3.7 of the Action Plan for the Implementation of the Public Education Strategy 2021–2030 for the period 2025–2028 (Köznevelési stratégia 2021-2030 végrehajtásának a 2025-2028 intézkedési terve), the Educational Authority prepares an annual report detailing schools requiring special attention with regard to equal opportunities in public education, specifically in relation to the four categories set out in the School District Equal Opportunities Action Plan (see point 2.c).

Monitoring the performance of students at risk of dropping out. This monitoring is conducted by the Educational Authority through the early warning and educational support system for preventing dropout. Based on data provided by schools and educational centres offering educational and professional services, targeted support can be provided to individual institutions. Pursuant to Section 26(5) of Government decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet), the Educational Authority shall, by 30 October each year, provide the minister responsible for general education with information on the distribution of district-level data for the previous school year, along with an overview of the measures taken by the schools and educational and professional services.

National-level assessments and evaluations 

Review of guidelines and core curricula

Review of the National Core Programme for Pre-Primary Education. This key document defines the fundamental principles of educational work and is subject to regular government review, most recently in 2025. (Government Decree No. 363/2012. (XII. 17.) the National Core Programme of Pre-Primary Education and Care (363/2012. (XII. 17.) Korm. rendelet az Óvodai nevelés országos alapprogramjáról))

Review of the National Core Curriculum. The government previously reviewed the National Core Curriculum every three years, then every five years, and this activity is currently ongoing. The current National Core Curriculum, introduced in 2020 by Government Decree 5/2020 (January 31) amending Government Decree 110/2012 (June 4) on the publication, introduction, and implementation of the National Core Curriculum (5/2020. (I. 31.) Korm. rendelet a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról szóló 110/2012. (VI. 4.) Korm. rendelet módosításáról), is the fifth in a series of documents that have served as the central content regulation framework for general education, following the 1995, 2003, 2007 and 2012 versions.

National standardised assessments related to the general education system:

The Diagnostic System for Assessing Development (DIFER) is used to assess pre-school and early primary school children (aged 4–8) in critical elementary skills for academic progress, such as hand-eye coordination, listening comprehension, relational vocabulary, basic arithmetic, experiential reasoning and understanding of experiential relationships, and social skills. It is the first mandatory component of the Hungarian general education assessment system in terms of student progress. The Educational Authority provides every primary school with the software package required to administer the assessment. Every primary school is required to carry out the assessment and report its results. The deadlines for tasks related to DIFER data reporting and testing are set out in the decree on the organisation of the school year. The Educational Authority prepares a national-level report on the data reporting and publishes it on its website (A Diagnosztikus fejlődésvizsgáló rendszerről).

National assessment of core competencies (Országos kompetenciamérések, OKM).  Tasks in the OKM do not measure students’ lexical knowledge; rather, they assess how well students can apply their knowledge acquired through general education to solve real-life problems. The primary goal of competency assessments is to provide feedback on school performance. The Minister responsible for education determines how the annual national competency assessments are conducted in the Ministerial Decree on the organisation of the current school year. All students in grades 4–11 participate in the assessment. The Educational Authority is responsible for central organisation of the assessment, development of assessment tools, processing of assessment data and publication of results. In addition to national reports, the Educational Authority publishes summaries of the competency assessment results at school and site level.

Assessment of students’ physical condition and fitness (NETFIT). Schools are required to organise this assessment annually (Section 81 of Ministry of Human Capacities Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions (20/2012. (VIII. 31.) EMMI rendelet a nevelési-oktatási intézmények működéséről és a köznevelési intézmények névhasználatáról), in accordance with the Ministerial Decree on the organisation of the school year.  Test results are uploaded to the National Unified Student Fitness Test (NETFIT) online data support system, where students’ physical condition and fitness levels can be tracked. The Hungarian School Sports Federation prepares and publishes an annual research report on the national results on the NETFIT system.

Career orientation test. (Pályaorientációs vizsgálat) The Minister responsible for general education oversees the administration of the test in a non-identifiable manner (Section 80(1a) of Act CXC of 2011 on National General Education). Each school year, in the eighth grade of primary school, students are assessed on their personal competencies to inform their career choices and further education. This assessment must be carried out using digital tools for assessment and support developed by the Educational Authority, in accordance with the procedures issued by the Authority. The results provide students with feedback on the secondary school options recommended for them based on their existing competencies.

Upper secondary school leaving examination. This two-level (basic and advanced) examination, which concludes secondary school studies, is based on standard requirements. It provides a comprehensive assessment of students’ achievement level and is useful for evaluating the effectiveness of work carried out at individual schools. The detailed examination requirements (Az érettségi vizsgatárgyak vizsgakövetelményei) are published by the Minister responsible for general education on the website of the Educational Authority (Section 6(1a) of Act CXC of 2011 on National Public Education). Pursuant to Section 12(6)(b) and (c) of Government decree 100/1997. (VI. 13.) on the Issuance of the Procedural Rules of the Upper Secondary School Leaving Examination (100/1997. (VI. 13.) Korm. rendelet az érettségi vizsga vizsgaszabályzatának kiadásáról) ), the examination may be taken in two periods: May–June and October–November. The chairperson of the school leaving examination board, selected from the National Register of Examination Chairpersons (Országos vizsgaelnöki névjegyzék), is appointed by the Government Office. In the case of an examination board operated by the Government Office, the Educational Authority makes the appointment. The examination results are published on the Educational Authority’s website.

Other thematic assessments. In addition to regular, standardised national assessments, there is also a thematic assessment programme defined by the Minister in the decree on the organisation of the school year. In recent years, hundreds of schools have undergone formal inspections, for example in the areas of educational administration and teacher recruitment, conducted by the Educational Authority. Individual inspection reports provide schools with feedback on specific aspects of their operations, while reports summarising the findings of these inspections provide information on specific subsystems of general education.

International standardised assessments related to the general education system 

PISA assessment. Hungary participates in the triennial PISA assessments, which measure students’ competencies in three areas: reading comprehension, mathematics and natural sciences. The assessment places great emphasis on comparing different education systems and identifying the factors most closely associated with high performance, to assist education decision-makers in their work. 

TIMSS assessments. The IEA (International Association for the Evaluation of Educational Achievement) organises assessments of students' mathematics and science performance in Grades 4 and 8.

PIRLS study. Every five years, the study assesses the reading comprehension of fourth-grade students and related background factors. The aim is to provide internationally comparable data on students' reading comprehension. The assessment also examines background characteristics such as reading habits at home, attitudes towards reading and reading instruction practices in schools.

ICILS assessment. Since 2013, it has examined the computer and information literacy of eighth-grade students every five years. The assessment focuses on the scope of information management, which includes finding, gathering, understanding, evaluating and using information in both home and school settings, as well as digital thinking.

TALIS survey. Hungary is participating in the TALIS survey, which surveys teachers and school heads on teaching and learning conditions, attitudes towards teaching, teaching practices and school management characteristics. The survey aims to provide internationally comparable data on areas that are critical for policy development. Therefore, it focuses on the school heads, teachers and teaching characteristics that have the strongest influence on student performance. 

The Educational Authority is responsible for administering these international assessments and surveys in Hungary, interpreting the data, and preparing summary reports on the results of each assessment.

Registers and summaries related to the operation of the general education system

The Public Education Information System (köznevelés információs rendszere, KIR) is one of the largest existing databases in the Hungarian education sector. The Public Education Information System comprises electronic applications, data sets, and documentation, as well as a national statistical and authorization-based data reporting system, the main components of which are the institutional registry, the personnel registry, and the elements of the National Statistical Data Collection Programme (Országos Statisztikai Adatgyűjtési Program, OSAP) relating to general education. Government decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education (A nemzeti köznevelésről szóló törvény végrehajtásáról szóló 229/2012. (VIII.28.) Korm. rendelet) lists a total of 21 subsystems in Section 1(2).

Textbook approval and the register of textbooks. The procedure for approving textbooks and including them in the register is an administrative process. An expert participates in the approval process. The relevant legislation is as follows:

• Act CXC of 2011 on National Public Education

• Act CL of 2016 on the Code of General Administrative Procedure 

• Government Decree 121/2013. (IV. 26.) on the Educational Authority 

• Government decree 229/2012 (VIII.28) on the implementation of the Act on National Public Education 

• Ministry of Human Capacities Decree 20/2012. (VIII. 31.) on the Operation of the Educational Institutions and on the Use of Names of the Public Education Institutions 

The textbook register (tankönyvjegyzék) is reviewed and updated every school year.

Registers of experts. In accordance with the applicable legislation, the Educational Authority maintains the following registers of experts related to general education:

• National Register of Public Education Consultants (Országos köznevelési szaktanácsadói névjegyzék) (pursuant to Section 61(4a) of Act CXC of 2011 on National Public Education);

• National Register of Experts (Országos szakértői névjegyzék) for educational and professional inspections, and teacher appraisal (pursuant to Act CXC of 2011 on National Public Education);

• National Register of Secondary School Leaving Examination Chairpersons (Országos érettségi vizsgaelnöki névjegyzék) (pursuant to Section 82(7) of Act CXC of 2011 on National Public Education, as well as Section 6(3) of Ministry of Human Capacities Decree 15/2015. (III. 13.) on the Requirements of the Mandate of the Public Education Experts and on the External Chairman of the Upper Secondary School Leaving Examination);

• Sign Language Instructor Registry (Jelnyelvoktatói Névjegyzék) (pursuant Section 8/A of Act CXXV of 2009 on Hungarian Sign Language and the Use of Hungarian Sign Language). Applications may be submitted via notification.

• The registry of accredited language examination centres and language examination sites (Akkreditált nyelvvizsgaközpontok és nyelvvizsgahelyeik).

The Educational Authority is responsible for maintaining and updating these registries and directories.

Register of in-service teacher training. From 1 January 2025 (pursuant to Government Decree 419/2024. (XII.23.) on the system of in-service training for teachers), teacher continuing training programmes listed in the registry (Pedagógus-továbbképzési programok nyilvántartása) published by the Educational Authority on 31 March of each year may count towards teachers' continuing education requirements, effective from 1 September of that school year. Between 1 April and 30 April of each year, school heads can access the Educational Authority's online platform, designed to support teacher professional development. There, they can select mandatory and elective professional development courses for their teachers from the continuing education programmes registered in the Teacher Continuing Education Information System.

Inspection of providers of continuing education programmes for teachers. The inspection (pursuant to Government Decree 419/2024. (XII.23.) on the system of in-service training for teachers) covers whether the training meets the professional requirements set out in Annex 1 of the decree, and whether the organiser of the continuing education for teachers complies with the provisions of the implementation agreement.

Auditing of expert activities. From 1 July 2025, the Educational Authority conducts audits of expert activities based on the Quality Management Guidebook (Minőségirányítási Kézikönyv). In addition to procedural rules, the manual contains evaluation forms for auditing expert activities, including teacher appraisal, national educational and professional inspection and comprehensive national educational and professional inspection.

Quality improvement

In addition to regular quality assurance, targeted quality improvement initiatives are underway in the Hungarian general education system. These initiatives are outlined in the Public Education Strategy 2021–2030, (az Európai Unió számára készített köznevelési stratégia 2021-2030), which was prepared for the European Union and approved by Government Decision 1551/2020 (VIII.25.) on the adoption of the Public Education Strategy 2021-2030 prepared for the European Union (1551/2020. (VIII. 25.) Korm. határozat az Európai Unió számára készített köznevelési stratégia 2021–2030 elfogadásáról). Noteworthy measures include those aimed at addressing the causes of early school leaving and teacher training. The planned measures focus on educational disadvantages and early school leaving, further develop quality assessment, and foster cooperation between parents and schools based on partnerships. These development needs are also reflected in the Hungarian National Social Inclusion Strategy II. (Társadalmi felzárkóztatási stratégia II.) (Government Decision 1672/2015 (IV.22)) and the Government Action Plan for the Implementation of the Hungarian National Social Inclusion Strategy 2030 for the years 2021–2024 (Government Decision 1619/2021 (IX.3.)), which established significant regional disparities in access to quality school education resulting from selectivity. To counteract this, comprehensive development support is needed for underperforming schools according to the results of national assessments measuring basic competencies. The development of students’ competencies should be a key element of school development.