In a recent statement, UN Special Rapporteur on the right to education, Farida Shaheed, raised significant concerns regarding inequalities in Hungary’s education system, particularly affecting underserved communities and the erosion of academic freedom. During her visit to Hungary, Shaheed highlighted that, despite legal assurances of equal educational rights for Roma individuals, segregation remains a persistent challenge. Roma children frequently find themselves in classrooms that are divided by perceived academic strength, fostering an environment of educational isolation. This issue persists despite Article 14 of the European Convention on Human Rights, which mandates non-discrimination in the implementation of rights and freedoms established by the convention.
The landmark European Court of Human Rights case, Szolcsán v. Hungary (2023), underscored this concern, ruling against Hungary for failing to take sufficient measures to desegregate state-run primary schools, thereby violating the non-discrimination provisions of Article 14. This ruling can be further explored through the European Court of Human Rights database.
Furthermore, Shaheed pointed to the plight of children with special education needs (SEN) in Hungary, noting the inadequacy of teacher training and specialist support in coping with the growing SEN student population. Oversized classes in public schools exacerbate these challenges, compounded by shortages in essential support staff such as doctors and sign language interpreters.
Another area of concern is the transformation of public universities into interest asset management foundations, a move affecting 21 of the 61 institutions. This change has raised fears about the potential erosion of academic freedom, institutional autonomy, and transparency as decision-making power shifts from the university senate to the boards of these foundations. The implications of these changes are particularly significant for university employees who have lost their civil servant status, leading to diminished job security.
Despite Hungary’s ongoing educational reforms formulated to increase access to higher education, particularly for disadvantaged regional communities, Roma individuals, and women in STEM, the desired outcomes have not yet been realized. Reports indicate that Roma students continue to struggle with completing secondary education by the age of 18, pointing to persistent systemic hurdles that hamper progress. A detailed examination of these reforms is available in the Eurydice report and further analysis by Euractiv.
Shaheed’s assessment suggests a need for Hungary to address these inequalities and implement robust measures to fulfill its obligations under international human rights law, ensuring equitable access and fostering an inclusive educational environment for all students. More information on these concerns is discussed in detail in the original report by JURIST.