In the field of public education, active institutions may seek the most significant support for the implementation of mobility projects (KA1) and Partnership projects (KA2) under the Erasmus + program. However, previously the programmes named Pestalozzi and ACES (which is based on the cooperation between 15 Central and Eastern European countries) were also available for the stakeholders in public education (both terminated in 2018).

The Határtalanul! Programme, which has been operating with state support since 2010, aims at developing Hungarian relations, establishing and deepening personal relationships. As part of the programme, students from Hungary take part in study class excursions in the Hungarian-populated areas of neighbouring countries. Hungarian schools can apply for the programme to travel to the Hungarian-populated areas of Romania, Slovakia, Serbia, Ukraine, Slovenia or Croatia with their 7th grade or high school students. In addition, the programme supports community cooperation between Hungarian students in secondary schools with Hungarian section or class in Romania, Slovakia, Serbia, Ukraine, Slovenia or Croatia. The application process is co-ordinated by Bethlen Gábor Alapkezelő Zrt.

In addition, some schools also have student exchanges that allow students to travel abroad. Our students are regularly successful in international study competitions and in student olympics. In seven Hungarian secondary schools have the opportunity to obtain an international baccalaureate.

The Erasmus+ program (to improve the quality of training) provides opportunities for students and workers in public education (kindergarten, elementary school, high school) to improve their professional skills and to work with European partners in an international environment. This program supports two main fields of activity in public education: international strategic partnership (i.e. cooperation between educational and/or other organisations, within the frame of which the partners can work for 2 or 3 years on a common topic providing results in and exercising effects on public education) and mobility projects. The partnership projects emphasize on the co-operation between partners and on the project work – foreign mobility serves as a support for this co-operation. Public education projects in the programme will help institutions to expand their international relations, to promote the sharing of good examples and innovative solutions, as well as to support the co-operation with the non-school actors. Foreign mobility is the main element and main form of learning in public education projects. It serves to support and strengthen the co-operation and the strategic partnership in the project. 

The Foreign Language Learning Programme, which was originally introduced in the 2019/20 academic year, aims to develop secondary school students’ foreign language skills in the target language environment. Students of the 9th and the 11th grade can participate in a state-funded, two-week-long individual or group language training in English, French, German and Chinese target countries. The launch of the programme has been postponed by a year due to the coronavirus pandemic.

Pupil Mobility

• The Erasmus+ Programme supports the improvement of the quality of teaching and learning in kindergartens, primary schools and secondary schools. Learner mobility is implemented within the frame of the strategic partnerships of Erasmus+ public educational sector, and of the mobility projects of the youth sector.
• The Erasmus+ program supports the mobility projects of young people in the framework of the KA1 grant category. These mobility projects youth exchange programmes support youth workers and the European Voluntary Service (EVS).
• Youth exchange programmes – the mobility programme (KA1) for individual mobility allows young people aged between 13 and 30 from at least two different countries to meet and spend maximum 21 days together. This programme allows young people to develop their competences; become aware of topics/issues of social importance; explore new cultures, customs and lifestyles, mainly by means of peer learning; as well as to confirm such values as solidarity, democracy and friendship. The number of applications including youth exchange programmes has slightly decreased compared to the previous year (2016: 250, 2017: 250, 2018: 221, 2019: 201). 44% of the submitted applications were supported.
• The Mobility of Youth Assistants - Individual Mobility (KA1) mobility programme contributes to the professional development of youth workers through international seminars, trainings, events, study visits and foreign professional visits. The number of applications submitted to the program decreased significantly in the recent years (2016: 172, 2017: 136, 2018: 118, 2019: 95), however, the support rate is higher than last year (37%).
• In 2019, with the support of Erasmus+ youth projects, (youth exchanges, youth mobility) through 122 projects, a total of 5356 individual mobility projects were realized in the amount of 3 million €. It is important to note that almost 38% of the participants were somehow disadvantaged young people, and 0,6% were young people with special needs or professionals.
• Within the European Solidarity Corps programme, launched at the end of 2018, young people at the age of 18-30 – who are the target group of the programme - may submit an application in three mobility categories. In 2019, 55 applications arrived in the volunteer project and one  application for employment project. Within the 48 supported volunteer projets, 140 individual and 29 group volunteer mobility can be implemented in a total value of EUR 1.9 million. 418 young people are supported during the programme, 68% of them are disadvantaged. The employment project, which fits to the aims of the voluntary activities, received one application and a grant of less than EUR 10,000.

Teacher Mobility

The ERASMUS+ Mobility of employees of public education institutions provides support for the professional development of teachers and school staff. An important goal is to develop the language and communication skills of teachers and other school staff; to apply communication and information technologies in teaching; to focus on the ability-centred approach and to bring the school closer to the world of work.

Under foreign mobility, the staff members of public education institutions may perform a teaching activity. They may teach in a partner school abroad, or they may hold trainings for the teaching staff of the institution to assist with their professional development (e.g. participating in an organised training course or further training or language course abroad; professional visit; job shadowing/guest visits at a partner school or other organisation active in public education abroad). The programme also focuses on the exchange of the European educational innovations and best practices; cooperation-based learning forms; further training; mutual learning; dissemination and the influence on schools, i.e. the aim is not only to improve the professional skills of individual teachers but also to assist the development of schools at an institutional level. Therefore, during the planning of the outward travels, applicants must take into account the goals and needs of their institution.

In 2019, 177 institutions submitted a call, which means an increase of almost 20 applications compared to the last year. The number of supported institutions is 108, which is also higher than the last year, the amount of the grant is EUR 2.6 million (this amount was EUR 1.7 million in 2018). The number of supported persons increased significantly in comparsion to previous years (this number was 523 in 2017, 733 in 2018 and 1112 in 2019). 979 people were supported for further training abroad (organised courses, further training courses, language courses, etc.) and 132 people were supported for job shadowing. Only one application was submitted for educational activities abroad. Further training courses continue to provide the largest share, while job shadowing is on an upward trend compared to the previous year. The main priority of the programme is the development of foreign language learning and teaching in public education institutions through methodological courses and language courses, so it is not surprising that most of the institutions have put this area at the centre of their projects. The main areas of the supported programmes are: focusing on priority areas such as developing new technologies developing digital competencies, teaching and learning foreign languages, developing international co-operation, quality assurance, preventing early school leaving, combating school failures, educational innovations (curriculum, methodology).

Erasmus + mobility applications are open to institutions and include travel, subsistence (accommodation, meals, local transport) and further training costs for participants. The financial support may amount to EUR 70 and shall not exceed EUR 700 per participant.

In 2019, the highest number of supported public education institutions was represented by primary schools and high schools, but there were also many multi-purpose institutions and vocational grammar schools. It should be noted that vocational secondary schools may also receive support for the development of their training activities within the framework of VET mobility (VET mobility is discussed in the chapter on Adult Education and Training).

In-service teacher training stated by bilateral inter-governmental agreements is recognisable in Hungary, and the related list shall be published based on Section 8 (4) of the no. 277/1997 (XII.22.) Government Decree as a part of the in-service training list. At present in-service trainings based on bilateral inter-governmental educational, cultural and scientific cooperation agreements were recognisable in relation to 31 countries.