of linking a completed level of general education/ education phase to a level of the HuQF completed primary general education
1.
Data sheet
1.1. Completed level of general education/ education phase: completed primary general education
1.2. General education phase: primary general education
1.3. Laws related to linking: no. 1229/2012. (VII. 6.) Government Decision
1.4. Criteria for linking: completed Grades 1-8
1.5. Justification for selecting the completed level of general education/ education phase: it closes primary general education, it is assessment level 2 of the national competence assessment changing a qualification type: it is the input level of secondary general education (entrance examination to the secondary school) it is input level one for the obtainment of certain qualifications in VET
1.6 Documents used for completion:
Annex to no. 1229/2012. (VII. 6.) Government Decision – the levels of the HuQF
Levels 1-4 of the HuQF: the interpretation of descriptors based on documents concerning general education
2.
2.1 List of documents and background materials collected and used for the analyses:

Act CXC of 2011 on national general education

No. 110/2012. (VI. 4.) Government Decree on the issuing, introduction and implementation of the National Core Curriculum

No. 51/2012. (XII. 21.) EMMI Decree of the Minister of Human Resources on the rules of issuing and approval of framework curricula

Content framework and Test Sheets of the National Competence Assessment, National Report

Test Sheets for admission to the secondary school for students applying for admission to Grade
9

Foreign Language Framework

European Language Portfolio
2.2 Possible observations, remarks on the documents:
Collected in a separate document: Problems emerging for the descriptions of Levels 1-4 of the HuQF
related to general education and proposals for their solutions
3.
Analysis of text and content
3.1 Which are the elements in the outcome description that evidence compatibility with the adequate level of the HuQF? a) Knowledge:
Students have elementary school literacy: the knowledge that is relevant in the European culture and may be classified as general literacy. Within this students possess more and more complex knowledge contents. Students know abstract concepts – that may be easily interpreted through generalisation –

in a growing number outside mathematics as well. The contents of knowledge schemes become more and more extended, in the case of VET the knowledge to provide basis to expertise also appear.
In the topics of language, culture, communication students know the commonly used rules of spelling.
They distinguish the concepts of fiction and document, know press genres. They know what publicity and mediated publicity mean.
In the domain of information technology students know that the Internet may be used for data collection as well. They know the methods of digital content creating and sharing. They know the simple operations of computer-assisted data processing, furthermore e-services, e-reading habits, their rules, dangers. They know the important ethical issues of the use of IT devices.
In the domain of mathematics they know the concepts of axial symmetry and centrosymmetry, equation, polygons, common deviser, common multiple.
In the domain of social science they are aware of how the nation’s past forms the present. They have basic knowledge in economy and finance, furthermore, they know the concepts of society, empire, economic system, politics, law, religion, democracy and dictatorship. They know the concepts of integration and globalisation.
Within the frame of their scientific literacy they know different energy sources, energy types, and know that the latter ones are converted into one another. They know the conservation law of energy.
They know the change of state, the groups of inorganic materials, and their most important features.
They know the essence of relationships between structure and operation in the living world. They know the bases of the structure and function of the human body; the most frequent diseases and the method of their prevention. They know the motions of the Earth, and the principle of bands. They know the essence of the European Union. They know what sustainability is and they know that local problems may lead to global consequences.
Based on the analysed trades, the theoretical and practical knowledge of the participants of the VET mostly depends on the direction of training in addition to the above. They have knowledge in their trades exceeding literacy. For example those participating in the training of gardeners know the features of business enterprise forms, the practical tasks of establishing and terminating a business enterprise, the rules for cash flow and funds management, the records of money turnover, the anatomy of vegetable organs, the hygyienical rules, and the rules of environment protection. A shop assistant knows the rules related to the receipt and storage of goods, indication of prices, and payment, the tools related to sales; and the basic rules of the protection of consumer interests. b) Skills:
At this level students already perform more complex tasks, though still based on the practised routines, they consciously choose among the possible methods of solution, they are able to use abstraction, and they have individual solutions.
Students make aim-oriented movements. They use motoric techniques and tactics. They are able to relax after movement and activity involving stress.
They search and interpret information from popular scientific sources under control. They are able to make groups based on two or more aspects. They sort important and non-important information from a given aspect. They select information critically, and argue for their decisions. They solve problems by searching for the cause in their knowledge domain. They are able to use abstract conceptual thinking. They are able to sort known elements based on features, and interpret a system.
During text creation they are able to recall preliminary knowledge, conclude and interpret. They are

able to change aspects. They interpret pictures with texts. They are able to prepare outlines, creatively reword texts, they express themselves with well-chosen words. They are able to interpret the new verbal expression tools of advertisements and pop-music, and understand its place and role in community culture.
In a foreign language they are able to conduct practised common transactions, for example they find their ways in a town map, they can read a menu or a timetable, and they can leave telephone messages. They obtain precise information on popular topics on a website written in a foreign language.
They can use computers for learning purposes. They use infocommunication tools, purposefully select among information sources, collect data from the Internet, and prepare outlines with the use of different techniques. They prepare digital presentation lectures. They are able to present simple events in motion films.
They make percentage and average calculations. They raise positive whole number exponents. They are able to solve a simple equation. They calculate the surface and volume of simple bodies. They are able to properly use familiar procedures, algorithms, formulae, give simple presentation and illustration of data, and make simple operations with the data displayed in different manners (e.g. in tables, diagrams). They interpret relatively complicated figures and maps under control.
They are able to comprehend the financial situation of the family as the smallest economic community, and realise the relationships between income and expenditure. They are able to identify the important participants of the economic and financial domain, prepare simple family budget, and consider saving possibilities within the household.
They identify the factors that endanger health. They use data and recommendations for healthy nutrition. They realise the causes and possible consequences of the problems related to body weight.
They use the information for their own physical health.
They are able to realise the environmental problems affecting their residential place, reveal the causes and identify the right manners of action and behaviour to promote the solution of problems.
In the trades examined by us (e.g.: gardener) at this level students understand professional texts, perform basic calculation operations precisely, follow instructions precisely, are able to contact other people, and start personal interactions. They are able to interpret tasks, identify the essence, reveal causes, and eliminate errors, at this level they work by focussing attention, carefully and cautiously. c) Attitude:
The mental (cognitive) element of students’ attitude is more dominant, which indicates how students evaluate the attitude object, what information they have about it.
Students need activity and active participation in common activity. They endeavour to further develop
“practised routines”, and to work precisely. In addition to self-training they are motivated to prove in a competition situation, however, they consider others’ performance valuable as well. They need control. They pay attention not only to themselves but already to their environment as well: they show sympathy and the intent to help others, and they are committed to environment conservation and sustainability. They behave in a health-conscious manner. They deny the use of drugs.
They are interested in other cultures. They realise the values, moral issues, motivations, and form of behaviour presented in fiction and non-fiction texts. In the different texts they realise that truth may be interpreted from different aspects, furthermore they accept the possibility of a conflict between the

truth of the individual and community.
Due to trying different dramatic forms they have a high level of empathy. They have media consciousness at an elemental level: they independently and critically compare the news of the media to the reality experienced in the environment. They realise the values of nation-consciousness and belonging to a community, thus they prepare for participation in public affairs.
During the VET examined by us, in addition to their diligence and hard-work they endeavour to work precisely and flexibly, as well as they consider the capability of easily creating relationships and communicating important. d) Autonomy and responsibility:
.
Students’ self-expression becomes more and more elaborate with age and school education.
They are mostly independent in collecting and arranging the materials related to learning. They independently select and apply the learnt method which best fits to the aims of the task. They are able to produce elaborate self-assessment and precise assessment of other students. They think independently about a specified topic based on their knowledge.
It is typical of them that they endeavour to word grounded assumptions regarding the motivations of their own and others’ behaviour. They can argue, and cooperate with the current conversation partner. They respect different opinions even if they disagree. They articulate arguments, counterarguments, and their own opinions in words and writing. They correct their own work without guidance as well.
They know new media, and they endeavour to use the Internet safely. They tend to consciously select works and programmes based on the critical observation of media consumption habits. They consider critical and conscious Internet use important. In addition to learning and using others’ contents, they also publish own contents.
They use the methods of observation, experiment, and measurement with guidance.
Their empathy becomes stronger and stronger. Their responsibility related to citizenship is perceivable.
They are ready for career orientation.
They are able to manage conflicts in games involving movement.
They take fundamental responsibility for their acts and their consequences, as well as for their own health. They are partially independent in the prevention of diseases, the observation of hygienic rules, as well as the management of unexpected situations.
They realise personal responsibility related to sexual life.
In the trades examined by us, in addition to independence students are expected to show reliability, responsible work and self-control.
3.2 Counter-verification:
The method how the National Core Curriculum and the features worded in the framework curricula

are built on one another reflects the difference between the levels and makes a distinction between the output level and the level that is one level above and one level below. The achievement of the level is certified by a certificate issued on the successful completion of Grade 8 independent of whether the certificate has been issued at a primary school, or at a secondary grammar school of 6 or 8 grades.
3.3 Summarized result of the analysis:
3.3.1 Level and cycle of the qualification:
Based on the level descriptors revealed by the analysis, the end of primary general education can be linked to Level 2 of the HuQF.
3.3.2 Strength of the qualification level: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level
3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
3.4 Additional remarks, observations, recommendations:
The knowledge and skills elements are dominant in linking, there is insufficient information related to the attitude and autonomy descriptors.
4.
Analysis of other evidences (including: social analysis)
4.1 Do laws and other documents give an unambiguous guidance for the level of the qualification?
Yes, it can be unambiguously assessed as a result of the analysis. The analysed documents (General
Education Act, National Core Curriculum, framework curricula) give an unambiguous guidance for the level of the qualification.
4.2 Social stakeholders’ opinions on the level of the qualification
Dissemination happened at several professional forums such as:
the professional programme held on 10 May 2013, and the positive feedback given on it,
conferences on general education,
opinions on the development and implementation of framework curricula,
users’ opinion on VET.
4.3 Additional empiric analyses
[if required; if it is not required, skip to point 4.4]
[please, record the sources, methods and scope of receiving results, as well as the results and how these help level assessment or the exclusion of lower/higher levels]
4.4 Summarized result of the analysis of other evidences
[the degree of concordance of evidences, i.e. how firm justification they give for linking the qualification to a level; in the case of different opinions which should be take into consideration and for what reasons; the recommended level and its justification?]
4.4.1 Level of the qualification: 2.
4.4.2 Strength of the qualification level: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level

3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
4.5 Additional remarks, observations, recommendations
[What strengths and weaknesses of the qualification do evidences highlight, and what further development would the qualification need for a stronger and unambiguous synthesis, and for a more complete description and characterisation?]
5
International comparative analysis
The linking of outcomes in general education is different in foreign documents, however, in most national qualifications frameworks Levels 1-4 belong to general education. The phase to give completed primary general education, and to close primary education is linked in the document to
Level 1 or Level 2. In Hungary the input requirements for VET make it necessary to link primary general education to two outcome levels. The similar structures of the fundamental documents to regulate education also help making a distinction between the two levels.
Additional remarks, observations, recommendations: -
6.
Summary of the linking process
6.1 The HuQF level recommended for completed primary general education to close primary education: 2.
6.2 Strength of the level of linking: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level
3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
6.4 Brief summarizing justification:
In the linking we basically relied on the description of knowledge and skills elements.
6.5 Additional remarks, observations, recommendations:
Background material titled “Problems emerging for the descriptions of Levels 1-4 of the HuQF related to general education and proposals for their solutions.”
If the documents, mainly the laws
(National Core Curriculum, the decree on the framework curriculum) serving as a basis for linking are amended, level descriptions and recommendations for linking shall be revised as well.
17 February 2014
Linking has been carried out by the expert team in general education of the HuQF