Social and political aspects of education reforms in Hungary
Social and political aspects of education reforms in Hungary

Summary/Abstract: The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shiftingfocus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (R.ti, 2009), (V.g. and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enableteachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.

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