Absolute power not only corrupts absolutely, as Lord Acton told us, it also damages everything it touches. It assumes not only omnipotence but omniscience. Unfortunately Viktor Orbán seems not to have realized that he is a mere mortal and has lots of gaps in his knowledge. In crafting national policy he doesn’t consult with experts because he is the expert on all things Hungarian. He tries to remake Hungarian society to reflect his own flawed image of the ideal nation.
One of his most dangerous experiments is in public education. Early in his administration we could already see how preoccupied he was with training the future Hungarian workforce, how he put more stock in things than in ideas. His latest plan to restrict entry to gymnasiums and to force most children to learn a trade after eighth grade is especially harmful. Although experts pointed out that eight grades of study before beginning a dual education is inadequate schooling in today’s world, they were not heeded, and probably not even read. A huge reorganization of education was ordered from above without any consultation.
A few days ago a thorough study was published by one of the research institutes of the Hungarian Academy of Sciences and the Department of Human Resources at the Budapest Corvinus University. The title of the study is “In the defense of gymnasiums.”
The amazing thing about most of Viktor Orbán’s reforms is that even the premises on which they are based are faulty. For example, the government’s claim that the number of trained skilled workers has decreased since the change of regime is just wrong. As the authors show in one of the many diagrams accompanying the study, although the number of graduates of trade schools (szakiskola) has decreased, the number of graduates from schools where students can also obtain a matriculation certificate enabling them to enter college has increased. This trend started already before 1990.
The other often repeated misconception is that attending a gymnasium or a trade school that offers matriculation certificates (szakközépiskola) is a waste of time and energy because these people cannot find employment. The fact is that with a matriculation certificate it is easier to obtain a job. Unemployment among those who did not finish high school is 8%, while among high school graduates it is 4.8%. Among college graduates it is 2.9%. There is also a wage difference between those who went only to trade school and those who while learning a trade also earned a high school diploma. The wage difference is 25% in favor of the latter.
Ordinary trade schools offer inferior educational opportunities. If we compare two children with similar potential, the one who goes to a trade school will perform worse than his counterpart in a high school offering dual education.
Orbán’s favorite hobby-horse is the “dual education” that is well-known in Germany, Denmark, and Sweden. However, according to the authors, Viktor Orbán misunderstands the concept. In Germany a student receiving a dual education will first spend between 7,155 and 7,950 hours on academic subjects. In Hungary it is only 5,742 hours. This is an appreciable difference. As if a Hungarian student were to spend ten or eleven years instead of the eight he does now on academic subjects. Or if a Hungarian high school student would spend not twelve but about fourteen years in high school. In Denmark two-thirds of skilled workers speak English right out of school. In Hungary less than one percent do. In Denmark only 40% of the dual-education school graduates actually end up on the shop floor. The others become technicians or lower- or middle management. One reason they can rise through the ranks is that, among other things, only 7% of Danish students have problems understanding documents. In Hungary that number is 37.3%.
Orbán and his “education team”are convinced that Hungary has too many university graduates. That is not the case. Hungary is actually in the lowest one-third among EU member countries, as can be seen in the graph below.
Moreover, by restricting entry to gymnasiums the number of people who can enter university will also shrink. So, instead of boosting the number of college graduates as most countries are doing, Hungary will soon have the distinction of being among the least highly educated people in Europe.
I would like to call attention to the incredible leap Poland has made. Among the 45-54 age group Poland clearly trails behind many countries. This is the heritage of the socialist system. But now more than 40% of the 25- to 34-year-olds are university graduates.
Perhaps the greatest sin of the new system is that the restrictions to entering gymnasiums will most severely affect children from the lowest social strata. As it is, children coming from families belonging to the top fifth income bracket have a 2.3 times greater chance of entering gymnasium than children from the lowest fifth. With Orbán’s new system, children of rich families would have a 3.4 times greater chance of earning a high school diploma than their poor schoolmates. This inequality also holds true for higher education. Someone coming from a poor family would have his chance of entering college slashed by 30%.
The authors suggest that Hungary follow the Polish example. In Poland the number of years of study has been increased to thirteen. The Polish government has raised teachers’ salaries and introduced all sorts of modern methods of teaching. As a result, Polish achievement on the PISA tests has made a spectacular leap.
Of course, this study will remain a cry in the wilderness. In the last four years extensive changes have already been introduced in the structure of Hungarian education, accompanied by a decreasing amount of money being spent on education. Hungarian education was nothing to boast about even before, but what is happening now ensures total failure.