The Public Education Committee of the Hungarian Academy of Sciences (KEB) issued a statement, which, as it is written, deals with the theoretical questions of public education on its own initiative, the first of which is the threatening narrowing of culture.

As the MTA Committee writes, it agreed with the basic view expressed in the Preamble to the Act on National Public Education that the purpose of the law is to create a system of public education that helps the harmonious spiritual, physical and intellectual development of children and young people their skills, skills, knowledge, skills, emotional and willful qualities , through the conscious development of their literacy in line with their age-specific characteristics, as well as by the means of education and training aimed at preventing social disruption and talent management.

At the same time, the Committee for Public Education of the Hungarian Academy of Sciences argues with the positions that differentiate between major areas of general education, realities and humans, on the basis of some pragmatist considerations. The Commission therefore 

recommends the rethinking of the proportion of professional and general subjects in vocational secondary schools, and the extension of the range of natural sciences (subjects).
Moreover, according to the Commission, the primary task of public education is to develop the ability of lifelong learning and not to release up-to-date employees for economic operators.

A few days ago , the volume of the Hungarian Academy of Economics Institute was published, in which he looked at how the Hungarian public education performs and came to the conclusion that, according to a series of indicators, the education system is in a very bad direction.

As written in the background of the communication, the IT and IT revolution of the 21st century brings new challenges to society as a whole and public education as well. It is necessary to respond to fundamental questions about which traditions and traditions have traditionally been accepted by everyone, but which, because of the degree of transformation, can no longer provide guidance. From the historical experience we know that during such a revolutionary transformation there is a great risk that we will make mistakes that affect the area for a long time.

 As more than 60 percent of the population in our country currently start secondary education in vocational training, a higher proportion of them in vocational secondary schools, their smaller proportion in vocational secondary schools, changes in secondary vocational training will have a decisive impact on how young people will meet the challenges of the IT and IT revolution .

On 17 January 2018, the European Commission has adopted new initiatives to develop the key competences and digital skills of European citizens, as well as to propose measures to develop competences in science, technology, engineering and mathematics, and more encourages young people to specialize in these areas. These goals are also jeopardized by the changes introduced in vocational secondary education, because in the specialty grammar school, natural science education was underdeveloped due to the increase in the proportion of professional subjects.