The Current Issues of Sectoral Co-operation in Overcoming Social and Educational Disadvantages

Abstract

After 2010, the Hungarian decentralized education system has become centralized. The state has understood and accurately defined its role and responsibility in maintaining a good-qualified educational system. The main purpose of the centralized system was to ensure equal opportunities and conditions in every school, regardless of whether the school is in a poor or rich settlement. Furthermore, it is not incidental that the education and social areas have become part of a large ministry of human resources, as Secretary of State authorities. My question is that while governmental roles and responsibilities in the field of education have become clear and distinct, while structural changes have been made with significant administrative tools of centralization, has the cooperation in education and social sector been improved? My other question is that whether State secretariats within the EMMI (Ministry of Human Capacities) and their coordinating and control bodies that govern the education and social sectors have found or are seeking ways and methods that mutually help each other in their interventions, goals and programs? This paper seeks answers to these questions by briefly analysing and presenting concrete educational and social programs.