Branches of study
Hungary introduced the Bologna three-cycle degree structure in pilot projects in 2005, followed by the phased-in introduction of the Bachelor and later Masters Programmes. Any higher education institution compatible with accreditation requirements is entitled to launch a Master programme.
The length and structure of Master programmes are regulated by the Higher Education Act (2011. évi CCIV. törvény) and related government and ministerial decrees, ministerial communiques as well as registers maintained by the Educational Authority in 15 branches of study.
A typical Master programme lasts for 2 years and is of 120 ECTS credits but there is an increasing number of programmes lasting for 3 terms with 90 ECTS or for 2 terms with 60 ECTS. Previously these shorter programmes required obtaining fewer credits because they were built on Bachelor programmes with a higher amount of credits. These days these are more and more preferred irrespective of the foregoing study programme.
Master programmes are included in the official list of degree programmes (65/2021. (XII. 29.) ITM rendelet) issued by the Minister responsible for higher education in a decree. In terms of outcomes, Master programmes belong to the second cycle of the qualifications framework (65/2021. (XII. 29.) ITM rendelet) developed for the European Higher Education Area and represents level 7 of the Hungarian Qualifications Framework (which is compliant with level 7 of the European Qualifications Framework, based on the Referencing Report of Hungary approved by the Advisory body of the EQF). These general, nationwide outcomes (standards) as well as programme specific outcomes based in learning outcomes are regulated in an official ministerial communication (Képzési és kimeneti követelmények) taking the descriptor categories of the Hungarian Qualification Framework into account. The descriptive parameters of each programme are defined by its programme requirements and outcomes standards. The programmes to be launched must be accredited similarly to first-cycle programmes only if the higher education institution is not able or willing to launch a Master programme in its own competence (see chapter: Curriculum)
There are no centrally defined regulations on the internal phases of the programmes.
Admission requirements
The procedure, central organisation, publicising and registration of admission to Master programmes are the same as of Bachelor programmes. However, admission requirements are entirely different.
Pursuant to the Higher Education Act (2011. évi CCIV. törvény), only Bachelor degree holders can be admitted to Master programmes. However, additional admission requirements are set by the institutions themselves, provided that they apply the same requirements to all applicants (irrespective of where applicants have obtained their Bachelor degrees). Otherwise, institutions can select their own students.
Applicants are given scores based on their performance and extra scores may be granted for outstanding performance, disadvantaged or multiply disadvantaged status, disability and applicants with young children. All this and the admission requirements are specified in the internal regulations of institutions. Institutions have varying procedures ranging from considering the results of Bachelor studies to conducting written or oral examinations or aptitude tests. At the same time, given that there are many programmes on offer, among which the number of applicants is divided, and thus a significant proportion of the available master’s programmes are underrepresented, they strive to enrol as many students as possible.
During the admission procedure, institutions have to check whether applicants to a Master programme graduating from dissimilar Bachelor programmes have acquired the necessary competences. The greater the thematic distance between the fields of the bachelor and master programmes, the student more likely will not have the required knowledge and may be required to acquire it - either in parallel with or prior to the start of the master's program - but in a student legal relationship - in the framework of a so-called partial knowledge training. The admission procedure offers scope for the recognition of prior learning. This also leads to the development of masters programs more open or closed to other fields, which vary from institution to institution.
Curriculum
The regulatory framework of the training programmes is not institution-specific but rather focuses on the programmes. The minister responsible for Higher Education determines the exit requirements (expected outcomes) of the second cycle in form of an official ministerial communique. A regulation framework (Training and Learning Outcomes Requirements - Képzési és kimeneti követelmények) is developed for each Master programme by higher education institutions indicating the relevant standards. Based on the above, the learning requirements and learning outcomes of a programme must be elaborated by the institution in cooperation with the stakeholders – with the prior approval of the Minister responsible for higher education. These learning requirements and learning outcomes contain the name and credit value of the programme, the exit requirements (in terms of learning outcomes), the main fields of studies to be taught, the specific requirements of the final thesis, foreign language requirements and traineeship requirements. The Hungarian Accreditation Committee (MAB) gives its opinion on the draft Training and Learning Outcomes Requirements. Afterwards, the minister responsible for Higher Education publishes them in a decree and includes them in the Register of Tertiary Qualifications (65/2021. (XII. 29.) ITM rendelet). This process is referred to as the Programme Creation Procedure. The Training and Learning Outcomes Requirements of a programme are applicable to all higher education institutions that wish to launch such a programme – they can develop the curriculum and programme documentation accordingly, with some room for manoeuvre provided by the legal framework.
The possibility to establish and launch a Master programme in a simplified procedure (within the competence of the higher education institution) introduced in 2023, has brought significant changes to the system. This allows higher education institutions that meet certain conditions to establish new Master programmes through a simplified procedure (without prior ministerial approval, peer review and legislative procedures, only through a simple official registration procedure). Higher education institutions meeting the above conditions are also entitled to apply for the registration of any Master programme in the relevant field of study, whether established via traditional or simplified procedures, under a simplified procedure, with a 3-year postponement of the preliminary quality assessment.
Institutions elaborate their curriculum based on the training and outcome requirements of the programme and the relevant legal framework. The law regulates the minimum number of contact hours per term (200) and the general rules of credit allocation (in accordance with the ECTS). The accreditation guidelines of the Hungarian Accreditation Committee (MAB) specify the minimum requirements for resources (e.g. minimum number of full-time staff, staff with PhD title, capacity and infrastructure). These regulations have a significant impact on the curriculum and the actual implementation of degree programmes. The programme package (curriculum and programme documentation) is assessed by the Hungarian Accreditation Committee in a preliminary programme accreditation procedure. Afterwards, the Educational Authority (Oktatási Hivatal) registers the programme in the central register and the programme can be launched.
It is possible to offer degree programmes in a foreign language or develop degree programmes to be launched in a foreign language. Their number is growing thanks to an extensive governmental campaign and financial support for internationalising the higher education provision better. However, dual/double degree courses are more common.
For the registered German minority of Hungary, a master programme with an academic profile (German language and literature) has also been established.
Teaching methods
There are no central (governmental/ministerial) guidelines on teaching methods and learning environment – and they are often not regulated at institutional level either. With regard to the learning environment, accreditation requirements contain some infrastructural-technical criteria (concerning the availability of a library, computers, etc.). The most popular and traditional way of teaching is giving lectures for large audiences, organising seminars or lab practices for small groups of students. New teaching and learning management methods as well as innovative technology are used at the initiation of individual academic staff or teams of colleagues., However, according to research studies, they seem to be fragmented and isolated even within an institution.
The characteristics of organising degree courses are closely related to the forms of learning, e.g. sandwich courses and blended learning techniques are more often applied in case of part-time courses. It is part of the autonomy of academic staff to choose the teaching methods and learning management methods they use. Thus, usually there are no standardised, across-the-board approaches. Academic staff is also free to choose the teaching aids, textbooks and reference books used for teaching. However, during the preliminary programme accreditation procedure and the institutional accreditation, the list of teaching aids and bibliography are also reviewed. EU-funded projects have been launched for developing teaching methods, teacher training and using cutting-edge (usually digital) content with several institutions participating in the development and sharing the end product through a joint, public database (Digitális Tankönyvtár).
As a consequence of crowded higher education, it is possible to measure the level of students’ knowledge after admission, to offer levelling courses, or to form groups of different levels from a given subject. According to the Higher Education Act, the minister can issue competence assessments for students. As the framework and methodology of this measurement are not clear yet, actual measurement has only been made in a few institutions. A few institutions have been experimenting with the assessment of student competencies.
Talent support is receiving more and more focus in Master programmes. In the network of students’ scientific circles, talented students are involved in research activities and their achievements are presented within their university/college and nationwide. Students’ specialist colleges (szakkollégiumok) are self-governing associations based on self-education. There are currently about 130 registered students’ specialist colleges in Hungary. Knowledge gained in these forms of learning may be recognised in the ECTS credit system.
Progression of students
The central and institutional regulations do not make a difference between bachelor's and master’s degrees in terms of tracking students’ progression.
The legislators introduced certain measures to ensure faster progression and to reduce dropout rates and overextended studies. Such measures include defining the length of studies for full or partial state scholarships and the expulsion of students who do not complete their studies within the prescribed time frame, in which case they are also obliged to repay the state scholarships received. There is an increasing number of bottom-up initiatives focusing on this issue aiming at decreasing the number of drop-outs.
With regard to students’ rights and obligations, the act enables students to obtain the number of credits necessary for their degree in a shorter or longer time than the length of the programme they are enrolled in. Provisions concerning grants/scholarships for students do not have an adverse impact on students progressing slower than the average but aim at reducing unjustified overextended studies. The state-financed period for obtaining a given degree may be extended by a maximum of 2 terms. The higher education institution may extend the state-financed period of students with disabilities by a maximum of 4 terms. Furthermore, the law stipulates that institutions ensure that students are granted the opportunity to enrol for optional course units for up to five percent of the credits required for the award of the diploma and are offered a range of credit-earning course-units to select from at least twenty percent in excess of the total number of credits required. Furthermore, students have the opportunity of taking 10% more credits than the total number of prescribed credits of their study regime without having to pay extra tuition fee and of taking at least 10% of the required credits in a foreign language. After that, students can still continue their studies but at a fee-paying place.
Institutions declare in their Study and Examination Regulations that a student’s study duration should not be infinitely long. The usual regulations are as follows: a student may take a given subject in a maximum of three different semesters, and if he / she is unable to complete the subject at the third time, he/she will be dismissed for academic reasons. The number of possible exam attempts in a given subject is maximised (usually maximum 5-6 attempts). During his/her studies, the student can take active semesters (for which the student develops an individual study schedule, enrols in classes) or, in a limited number, passive semesters (when he/she does not take any classes and his/her student status is terminated). The regulations stipulate that the student must accumulate a total of at least 60 credits in the first two or four active semesters, and there are institutions where the prerequisite for continuing one’s studies is tied to a specified average academic achievement.
Underperforming students at state-funded places are transferred to fee-paying status. In line with the Act on Higher Education, (2011. évi CCIV. törvény) the student is reclassified to a fee-paying status, if he/she exceeded the number of terms financed by the state (that is defined as the officially determined programme period plus two terms), he/she has failed to obtain at least 18 credits in two subsequent terms or he/she did not achieve the minimum level of performance (grade average) defined by the institution. Furthermore, if the student withdraws his/her statement that, within twenty years after acquisition of the degree, he/she will enter into and maintain employment or other work-related status resulting in social insurance with an employer under Hungarian jurisdiction or undertake entrepreneurship under Hungarian jurisdiction for a duration of the period during which he/she received (partial) state grant. The state-funded status of underperforming students is filled by fee-paying students with good academic performance.
Students can progress faster than the average and thus accomplish their studies in a shorter time than the usual length of the programme. After accomplishing the first term, it is also possible to suspend one’s studies for a maximum of two terms at one go; the maximum total length of suspension is regulated by the institutions. The proportion of students progressing slowly or dropping out is significant. The extent of dropping out and overextended studies are estimated at around 20%. The Educational Authority (Oktatási Hivatal) has started analysing data on student drop-out in the Higher Education Information System (FIR) and feedbacks them to institutions for further considerations.
Pursuant to the law, higher education institutions have to provide information and counselling for their students. Therefore, learning management services as well as study and career planning counselling are offered. The systematic introduction thereof has started but the degree of implementation varies from institution to institution.
Employability
Hungary has started the introduction of the graduate career tracking system (DPR). The Higher Education Act (2011. évi CCIV. törvény) stipulates that higher education institutions participate in the centrally coordinated national career tracking system and provide data for the system. Several higher education institutions introduced their own career tracking system. DPR is carried out based on central and institutional surveys as well as on data gathered by linking various national databases (taxation, employment and social security) with higher education databases.
The introduction of the multi-cycle system constitutes a significant step towards improving employability. The education and output standards of a high proportion of Master programmes include obligatory traineeships. In addition, several institutions experienced that Master students are interested in practical knowledge and skills, which in many cases have led to the modification of programmes. At present, there are career-consulting services at nearly all universities and colleges. Career-consulting service providers develop networks and in-service trainings, offer personal advices, and organise job fairs and other events where students can meet employers.
Since September 2015, dual programmes have been offered in the fields of engineering, IT, agriculture, natural sciences,business studies, later arts, medicine and health sciences in Masters Programmes as well. The main features of these programmes were defined centrally and are based on the cooperation between higher education institutions and the business sector. After term-time, but more and more frequently also already during term-time, students gain work experience at the companies engaged in the cooperation under the guidance of a mentor. Chances are high to be offered a permanent position upon graduation. This is marked in the certificate of students completing a given dual programme. The government supports these cooperation programmes by providing targeted grants and tax benefits to the institutions and the involved companies. The Dual Training Council ensures the quality assurance and the assessment of the work-based learning component of dual trainings. Presently, institutions and enterprises offer a few dual Master programmes, and only a few students attend.
Student assessment
The form if student assessments lies within the competence of lecturers. Although some institutions have started developing such a policy, it is generally the competence of academic staff. Institutions only regulate conditions related to the degree thesis and the final exam.
Traditionally, oral examinations are held at the end of the terms in the exam periods but where the number of students is high, written examinations and in-process evaluations are also common. In case of small-group classes (seminars, laboratory practices), there is usually continuous assessment of students. The Act on Higher Education (2011. évi CCIV. törvény) explicitly refers to the acknowledgement of non-formal and informal learning. At least one third of the credits required for the student to obtain his/her degree (diploma) must be obtained in the home institution, additional credits may come from a variety of sources (credit transfer and recognition as well as the validation of non-formal and informal learning). Research shows that institutions do not have policies for assessing and recognising non-formal and informal learning; recognition and evaluation of credits is subject to informal negotiations between professors and students. A recent amendment to the Act requires institutions to introduce and use microcredentials.
The 5-point scale evaluation (5 – excellent, 4 – good, 3 – satisfactory, 2 – pass, 1 – fail) is the most common. This scale system is not applied on a relative scale (ensuring that each year about the same proportion of students achieve each score). In fact, the requirements are nearly the same each year; therefore, the evaluation is of absolute nature.
Certification
It is the state that defines and recognises degrees (including Masters Degrees) through the government and the Ministry responsible for higher education. Degrees can only be awarded by state recognised (accredited) higher education institutions.
Degree programmes are defined by qualification and outcomes requirements/standards issued in a ministerial decree. The Higher Education Act (2011. évi CCIV. törvény) regulates the granting of degrees, the conditions to be fulfilled before a final examination and the main elements of final examinations. (may contain several elements defined by the institution: defence of the thesis, oral exam, written exam, work-based exam) and the members of the final examination committee (it has to have at least three members, at least two of them with a doctoral degree and at least one of them has to be external, i.e. not employed by the higher education institution). Higher education institutions regulate the way of registration for the final examination, the rules of organising and holding the final examination and the method of calculating the results. They administer the final examination and, based on the results, issue the official certificate (diploma) certifying the degree as well as a diploma supplement. The diploma includes the Hungarian Qualifications Framework (HuQF) and European Qualifications Framework (EQF) levels of the qualification. The diploma is a public document, with the exception of diplomas issued concluding international joint programmes and has to be registered accordingly.