SDG4	National strategy, policy	Connection of SDGs and national strategy policy	
4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes	Government Resolution 1603/2014. (XI. 4.) on Public Education Development Strategy, and of the Mid-term Strategy against School Leaving without Qualification

Act CLXXIX of 2011 on the Rights of Nationalities
	In line with the provisions of the National Public Education Act, the Public Education Development Strategy and the Mid-term Strategy against School Leaving without Qualification provide for:
ensuring the right to free and compulsory primary and secondary education for all until the completion of the baccalaureate and the first vocational qualification, as well as prescribing measures aimed at raising the level of education.

Act CLXXIX of 2011 on the Rights of Nationalities in line with Act CXC of 2011 on National Public Education guarantees that the values of public education of national minorities, developed in close co-operation with communities of national minorities, should be maintained.	
4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.	Government Resolution 1603/2014. (XI. 4.) on Public Education Development Strategy

Government Resolution 1246/2015 (IV. 23.) on Measures Necessary for Successful  Intervention in ECEC

Act CXC of 2011 on National Public Education	In order to support high-quality early childhood education, the Public Education Development Strategy provides for:
the development and expansion of the institutional network of early childhood education, the creation of material and personal conditions necessary for the operation of the institutional network, the provision of development programs necessary for early childhood education and development and the availability of personal and material conditions necessary for their implementation.	
4.4 By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship	Government Resolution 1603/2014. (XI. 4.) on the Mid-term Strategy against School Leaving without Qualification
	The Strategy includes measures to complete digital skills (by introducing new technologies - mobile, internet, open educational materials).
	
4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations	Government Resolution 1603/2014. (XI. 4.) on the Mid-term Strategy against School Leaving without Qualification

Act LXXX of 2019 on Vocational Education and Training and
Government Decree 12/2020 on its implementation
	In line with the objectives of the EU 2020 Strategy, this Strategy pays special attention to the implementation of measures aimed at reducing early school leaving and supporting inclusive education.

Act LXXX of 2019 on Vocational Education and Training and the Government Decree 12/2020 on its implementation created the legislative framework in order to decrease the differences between the performance of disadvantaged students and those who have a more advantageous background by introducing basic competence development programmes in IVET for young people with behaviour and learning disorders or who have already dropped out of education and training, for students who finished their primary school studies with lack of competences or are uncertain in their career choice.
The legislative provisions pay particular attention related to the practical training of disadvantaged young people and those with special education needs.	
4.6 By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy	Act CXC of 2011 on National Public Education
Governm e nt Resolution 1603/2014. (XI. 4.) on the Mid-term Strategy against School Leaving without Qualification
	The main guiding principles of the Public Education Development Strategy include the development of students¢ subject knowledge, skills and abilities, in accordance with the requirements appearing in the new curriculum content regulators, and the development and introduction of new teaching tools in harmony with the content regulators. The goal of the Mid-term Strategy against School Leaving without Qualification is to further develop and operate the tool system promoting the acquisition of students¢ skills and abilities and key competencies defined by the new content regulators, and to develop skills development programs and tools related to new content.	
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development	Government decree 110/2012. (VI. 4.) on the Publication, Introduction and Implementation of the National Core Curriculum	In the National Core Curriculum in force, the topic area “Orientation on regional and global geographical and environmental processes” appears for grades 5-12. Recognizing that different landscapes, settlements or groups of society contribute at different levels to the transformation and damage of the natural environment.	
4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.	Act CXC of 2011 on National Public Education
Government Resolution 1603/2014. (XI. 4. ) on Public Education Development Strategy	The Public Education Development Strategy pays special attention to the implementation of measures aimed at reducing the rate of early school leaving and supporting inclusive education. By strengthening the talent-helping role of the public education system in creating opportunities and supporting social inclusion, a complex system of social inclusion will be established, within the framework of which support will be provided to encourage education fostering openness.