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List of Figures and Tables

June 17, 2009

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List of Figures and Tables

Tables
Table 1.1.	Priorities and measures of the Human Resource Development Operative Programme of the National Development Plan
Table 1.2.	Economic activity of the 15–74-year old population, 2001 (in thousands)
Table 1.3.	Youth unemployment, 1998–2001
Table 1.4.	Number and composition of families, on 1st January in 1970, 1980, 1990 and 2001 (%)
Table 2.1.	Actors of public education administration at regional level
Table 2.2.	Number of local governments with educational responsibilities, 1994/1995, 1999/2000, 2001/2002
Table 2.3.	Conclusions of school evaluation used for certain purposes (percentage of local governments selecting a given objective)
Table 2.4.	Percentage of local governments that use the various forms of school evaluation, 2001 (%)
Table 2.5.	Division of tasks in the modification of the educational programme
Table 3.1.	Educational expenditure by level of education in percentage of the GDP, 1998–2001
Table 3.2.	Public expenditure per student in primary, lower and upper secondary education in percentage of per capita GDP, 1998–2001
Table 3.3.	Actual amount of the main per student capita grants in public education, 1998–2003 (student/year/HUF)
Table 3.4.	Average amount of school revenues from various sources and the frequency of their supply, 1999–2001 (in HUF thousands)
Table 4.1.	Main changes in the functional structure of secondary programmes in the past decade
Table 4.2.	Key data on pre-school education 1990/1991 and 2001/2002
Table 4.3.	Number of full-time students completing vocational training by programme type, between 1990 and 2001
Table 4.4.	Percentage of youth by age group and labour market status in Hungary and in OECD countries, 2000
Table 4.5.	Percentage of learners enrolled in non-school-based vocational training by different trade group programmes, 1996–2000
Table 4.6.	Number and percentage of pupils participating in integrated education relative to the total number of students receiving special needs education, by programme type, 2001/2002
Table 4.7.	Distribution of students by school maintainers, 2002/2003 (%)
Table 5.1.	Number of language teachers, and number of students per language teacher in all school types and on all educational levels, 1992/1993, 1998/1999, 2001/2002.
Table 5.2.	Differences between general and secondary schools by some key indicators in the provision of ICT equipment and their educational use, 2002
Table 5.3.	Computer use in Hungarian schools by school type, 1999 and 2002 (%)
Table 6.1.	Distribution of out-of-school activities by content, school grades and educational programme, 2002 (percentage of mentioned categories)
Table 6.2.	Percentage of children learning foreign languages, computer skills and out-of-school lessons by households, 2001
Table 7.1.	Percentage of teachers of the total labour force in OECD-countries, 1999 based on headcounts
Table 7.2.	Number of teachers and the relative proportion of teachers without full qualification, by the type of settlement, 2001/2002
Table 7.3.	Average income of those employed in public education in percentage of the national average according to the level of education attained, 1992–2000
Table 7.4.	Proportion of in-service teacher training programmes by type of training provider and content of programme, 1998-2001
Table 8.1.	Frequency of computer use at home and at school among 15-year-olds in some OECD countries, 2000 (%)
Table 8.2.	Foreign language test results of 8th-graders according to the educational attainment of the mother (% of performance)
Table 9.1.	Average performance of 15-year-olds (in reading, mathematical, and scientific literacy) living in villages and larger cities in Hungary and in OECD countries
Table 9.2.	Access to education of the Roma population in Hungary, 1994, 1998/99
Table 9.3.	Percentage of school children (ISCED 1,2) classified into special educational need categories in some European countries, 1996
Table 9.4.	Views of parents and teachers on the general school education of Roma children, 2002 (%)
Figures
Figure 1.1.	Estimated school-age population between 2002 and 2010 (thousand learners)
Figure 1.2.	Educational attainment of the population, 1960, 1970, 1980, 1990 and 2001(%)
Figure 1.3.	Percentage of people who do not have an upper secondary qualification, by age group, 2000
Figure 1.4.	Percentage of the employed and unemployed population by educational attainment, 2001
Figure 1.5.	Satisfaction of companies with first-job holder skilled workers with our without a secondary school-leaving certificate, respectively, in 2001 (average marks on a scale of 5)
Figure 1.6.	Satisfaction rate of the Hungarian adult population with certain public services between 1990 and 2002 (on a scale of 100)
Figure 2.1.	Absence of dedicated educational body or staff, by settlement size, 2001/2002 (%)
Figure 3.1.	Public expenditure on education and public education as a percentage of the GDP, 1990–2001
Figure 3.2.	Growth rate of current expenditure in public education (pre-school, primary, lower and upper secondary education) and consumer price index, 1991–2001 (previous year = 100%)
Figure 3.3.	Expenditure on primary, lower and upper secondary education in relation to the GDP in EU countries and in some pre-accession countries, 1995 and 1999 ( %)
Figure 3.4.	State subsidy spent on public education in the total expenditure of local governments, 1991–2001 (%)
Figure 3.5.	Number of teachers per 1,000 students in primary and secondary education in the European Union and some pre-accession countries, 1999/2000
Figure 4.1.	Change in number of secondary school students by type of institution, 1985/1986–2002/2003
Figure 4.2.	Key trends in general school education (full-time classes, including special needs education) between 1997/1998 and 2002/2003 (1997/1998=100%))
Figure 4.3.	Percentage of applicants for various secondary schools by type of settlement maintaining the general school, 2001
Figure 4.4.	Changes in the number of students in secondary schools, by type of programme 1985/86–2001/2002 (1985=100%)
Figure 4.5.	Number of applicants for full-time education and admittance of students into higher education, 1990–2002 (thousands)
Figure 4.6.	Pre-requisites of OKJ-registered vocational programmes, 2002 (Total number of trades=812)
Figure 4.7.	Participation rate in adult education and the ratio of those with tertiary educational degrees in comparison to those with lower level qualifications from 25 to 64 years of age, in various years
Figure 5.1.	Percentage of different central curricula used in each school grade in general and secondary schools, 2001/2002
Figure 5.2.	Parental demand for pre-school courses and the actual supply of courses (%)
Figure 5.3.	Views of general school teachers on the importance of key competencies and the preparedness of students, indicated on a five-point scale, 2002
Figure 5.4.	Availability of the compulsory premises determined by Ministerial decree in the opinion of school heads, 2002 (the percentage of positive answers)
Figure 6.1.	Problems in school by opinion of school heads and deputies, 2001/2002 (averages on a scale of five)
Figure 6.2.	School policy of organizing teaching and learning, 2002 (%)
Figure 6.3.	Competitive and co-operative learning index in OECD countries, 2000 (OECD-average=0)
Figure 6.4.	Parents’ expectations of school, 2002 (average ranking)
Figure 7.1.	Changes in the number of teachers and students by programme type 1990/1991-2001/2002 (1990/1991=100%)
Figure 7.2.	The age distribution of teachers on various levels of education in 2001 (%)
Figure 7.3.	Teacher trainees by type of training, 1990/1991–2002/2003 (thousand students)
Figure 8.1.	Deviation from the national average in the mathematics and reading performance of 8th-graders by settlement type (standardized score)
Figure 8.2.	Deviation from the international average in mathematics for various countries in the 1999 TIMSS-R (8th graders) and the 2000 PISA (15-year-old) surveys (standardized score)
Figure 8.3.	Average reading performance of 15-year-old students by school type, in PISA 2000 survey (standardized score)
Figure 8.4.	Admission rates from different secondary school programmes to higher education, 1991–2001 (%)
Figure 8.5.	Performance on reading and mathematical literacy in the fifth and ninth grades by settlement type, 2001 (standardized score)
Figure 9.1.	Distribution of student performance in reading according to the levels of education completed by mothers in some OECD countries, 2000

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