Summary Form
of linking a completed level of general education/ education phase
to a level of the HuQF
secondary school leaving examination
1. Data sheet
1.1. Completed level of general education/ education phase: secondary school leaving examination
1.2. General education phase: secondary general education
1.3. Laws related to linking: no. 1229/2012. (VII. 6.) Government Decision
1.4. Criteria for linking: secondary school leaving certificate
1.5. Justification for selecting the completed level of general education/ education phase:
it closes general education, secondary general education;
secondary school leaving examination;
changing a qualification type: it is the input level for higher education programmes.
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
 No. 100/1997. (VI. 13.) Government Decree on the issuing of the rules of upper secondary
school leaving examination
 No. 40/2002. (V. 24.) OM Decree of the Minister of Education on the specific requirements of
upper secondary school leaving examination
 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 elaborate and firm school literacy, which may be underpinned by the final
secondary school examination. In certain domains they have knowledge providing the basis
of expertise or approaching expertise level. Their abstract knowledge is abundant, however,
even so they may be only expected to have limited, partial knowledge on the abstract world.
The knowledge schemes becoming more and more abstract allow evaluating novel situations,
and using the knowledge and thus they provide the development of skills and independence.
In the topics of language, culture, communication they know language types, as well as basic
concepts in semantics, pragmatics and general linguistics. They have knowledge on how
media work and their effect mechanisms.
In the knowledge domain of mathematics they have knowledge that needs complicated
operations of thinking, for example they know the concepts of a graft, logarithm,
trigonometric equation and exponential function.
In the domain of social sciences they know their homeland, motherland and nation, the
history of Europe and its characteristic features, the main objectives of European
integration, as well as the main features of universal civilisation. They have knowledge on
the bases of social-economic life, world economy, national economy, and the essence of the
economic-financial institutes and processes determining the life of business enterprises and
households. They have basic knowledge related to bank transactions. They know the main
rights and obligations of citizens. They know about consumer rights. They know the specific
needs of disadvantaged people.
In the literacy domain of sciences they have basic knowledge on the Universe. They know the
most important features of electromagnetic waves, their ranges, and the double nature of
matter. Furthermore, they know the essence of the structure of the human body and its life
functions, the main features of a healthy lifestyle, and the elements of first aid. They know the
role of group norms, and the functions of emotions. They know the difference between
science and pseudo-science. They know the basic principles of environment and nature
protection, the features of environment-conscious behaviour, and the concept of ecological
footprint.
Students participating in the VET have higher level professional knowledge falling within the
scope of expertise. For example in the trade of antiquarian their knowledge extends to the
following: features, establishment, reorganisation, termination of business enterprise forms.
In the trade of marketing- and advertising administrator: event decoration. In the trade of
commercial manager assistant: quality assurance. In the trade of tour guide: knowledge of
etiquette and protocol, basic legal knowledge, political, economic and cultural relationships
of Hungary. In the trade of horse tour guide: the technology of horse-keeping, market
research, selling services.
b) Skills:
Students use their knowledge creatively in new situations as well, they find relations among
the elements of reality at an abstraction level being higher than the previous ones.
Students are able to creatively solve problems in activities involving movement. They are able to
develop their abilities of physical condition and coordination and awareness of rules related to
specific sports. By means of motoric activities they are able to regulate stress. They are able to
manage competition situations, conflicts, and they use stress management methods.
They independently collect information and realise the manipulation of information. They use the
services of the library information system. They understand the system of relations of complicated,
multifactorial phenomena. They are able to assess the truth contents of statements. They purposefully
group and combine their knowledge obtained at different time points and places for the solution of a
problem. They are able to use abstraction and concretizing at higher levels, e.g. they make concepts
and definitions, or use the learnt train of thoughts as a panel in a new process. They analyse the
scope of validity for the results of problem solving, and they are able to examine assumptions.
In their language use they creatively express notions, ideas, experiences and emotions. They are able
to have an overall view. They are able to reveal complicated relations in a text being unknown to
them, and they are able to realise and identify the relations between a text part and the whole text; to
draw conclusions from one or more parts of the text. They interpret the whole text, a given text part in
the reflection of the whole text, the text parts with one or more interpretations, and the ideas being
contrary to what is expected in relatively long and complicated texts. Based on their background
knowledge, they are able to critically evaluate the features of content and form of a complex text,
interpret linguistic nuances, evaluate the whole text or a part of it from a critical aspect, and make
assumptions related to the text. They can properly apply the practised operations in the case of texts
of unusual forms as well. Their wording is accurate, they use special terms adequately.
In a foreign language they are also able to exchange thoughts, tell their opinions and argue in the
topics of their selected fields of interest or in general topics, and they understand complex arguments
as well. In a foreign language they are able to explain their opinions clearly, contradict arguments
simply, and explain the advantages and disadvantages of different alternatives. They can manage
everyday situations (e.g. in a bank, travel agency, shop, office, claim, complaint). In a foreign
language they understand official letters, and the information included therein for their arrangement.
In a foreign language they are able to understand important information in radio and TV
programmes.
They are able to use their IT knowledge in a wider and wider range.
In order to manage a situation described in words, or to solve a problem they choose, search, or
prepare a mathematical model. They are able to generalize their knowledge, which they use
confidently in solving a novel problem. They prepare simple sketches and flowcharts related to the
given information. They illustrate statistical data in a well-arranged manner. They argue logically,
and communicate their thoughts and interpretations related to their problem solving appropriately.
They acknowledge the consequences of the economic decisions affecting them, and able to prepare a
financial plan related to their own lives. They are able to have an overall picture of the most
important rules of the national economy, bank system, and business enterprise forms. They are able
to have an overall picture of the system of the tax, health and social insurance obligations and
services in connection with entering into an employment, and related to the employment relationship.
They use the indicators of economic development, and the methods of comparisons. They have an
overall picture of the regional differences of economic development, and their relation to the life
standard.
They interpret the data for the terrestrial environment. They realise natural values and damages, as
well as environmental damages, and able to assess the possible actions related to these. They apply
their environment-conscious knowledge for sustainability. They are able to consider the options to
reduce the ecological footprint. They are able to join and actively participate in activities for the
protection of environment, and implement the principle of endeavouring for sustainability in their
lifestyles.
They understand the relation between the physical and mental health of a human, as well as between
the normal cell function and human health. They are able to form their environment and lifestyle with
the aspects of health preservation taken into consideration. They recognise dangerous conditions and
substances, and able to manage unexpected situations.
In the trades examined by us (e.g.: manager in tourism literacy domain, innkeeper) at this level
students are able to make decisions, control other people’s work, and solve conflicts. They use
computer at a high level in their professional work (ECDL 7). They understand the heard and read
professional texts in a foreign language as well. In most of the trades examined by us they are able to
describe the processes related to their trade in a foreign language as well.
c) Attitude:
The behavioural (cognitive) component of students’ attitude becomes dominant, which refer
to the behavioural intentions related to the object.
Students are open and sensitive to other cultures.
They endeavour to preserve health, and consider their own and their social environment’s health
valuable.
They would like to evolve their skills. They express their emotions (e.g. sympathy, empathy) more and
more genuinely. In addition to social sensitivity they consider cooperation, problem solving attitude,
voluntary undertaking of tasks important as well. They take up the challenges related to their
personal, professional and/or business activities. They show a reasonable and responsible approach
in their consumption habits.
They accept that their performance and act involve consequences.
They positively evaluate the emotions of belonging to a community, loving the homeland, and the
concept of Hungarian nationality. They are interested in problems affecting local and wider
communities, and they show solidarity during solving them. They consider it important to preserve,
and further develop national, European and universal heritage. They appreciate the abundance of life
forms, diversity, as well as respect human and natural values. They are committed to an environment
conserving and value protecting behaviour, sustainability, and the conscious use of resources.
They show criticism in their behaviour to pseudo-scientific, as well as anti-scientific and antitechnical phenomena.
In the training and education of the vocations examined by us they are open to new tasks, and able to
consider risks for the result to be achieved. They are committed to their professional development.
This behaviour is balanced and determined, which can be characterized by emotional stability,
patience, self-discipline and helpfulness.
d) Autonomy and Responsibility:
At this level students’ responsibility for themselves and others becomes more evolved.
They think independently, they elaborate independent strategic decisions and action routes. They
solve tasks fully independently based on their knowledge and skills. They collect materials fully
independently.
They are aware of the fact that they are responsible for their performance and have to take the
consequences.
In a new situation they independently create own, new texts.
They have a realistic body image, self-knowledge and self-assessment. They know that it is important
to establish a positive self-image. They can be characterized by the culture of social relationships,
and social sympathy.
They are ready to manage conflicts, as well as to protect and correct own opinion. They manage
communication disorders. They follow the known rules in both familiar and new situations.
They can be characterized by conscious self-representation (profile, CV, employment).
They consciously and critically analyse conflicts, behaviours and solutions presented in works and
programmes in a manner that they compare them to their knowledge on reality. They control their
own use of the language.
They use computers and the Internet independently, consciously and critically.
They make independent decisions for the result to be achieved.
They play an active citizen role, and intend to act for themselves, for their families and the
community; they know that they have to make important decisions related to citizenship.
They know their individual responsibility in healthy lifestyle. They take personal (moral and healthrelated) responsibility in connection with sexual life.
In some trades students are expected to be capable of organising; control and responsibility for
others.
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 levels that are below. The achievement of this level is bound to obtaining a
secondary school leaving certificate, which makes a categorical and definite distinction.
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 secondary phase can be linked to
Level 4 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 regulation and system of
requirements of the secondary school leaving examination give an unambiguous guidance for this.
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,
 opinions on the development and implementation of framework curricula expressed at
conferences on general education;
 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: 4.
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. In compliance with the
Bucharest Communiqué, the secondary school leaving examination to serve as a basis for admission
to higher education is uniformly linked to Level 4 of the EQF by the EU member states.
Additional remarks, observations, recommendations: -
6.
Summary of the linking process
6.1 The HuQF level recommended for secondary phase: 4.
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, the rules of secondary school
leaving examination, and the system of requirements for the secondary school leaving examination)
serving as a basis for linking are amended, level descriptions and recommendations for linking shall
be revised as well.
14 February 2014
Linking has been carried out by the
expert team in general education of
the HuQF