A recent study conducted by researchers from the Debrecen University highlights significant challenges in achieving integration within Hungary's education system, revealing that segregation remains prevalent in schools 30 years after the fall of communism.

The findings stress the importance of developing social competencies as a crucial element in compensating for disadvantages, thereby improving individual prospects for societal success.

The study, titled _The Role of Social Competencies in Compensation for Disadvantage, as Well as the Principles and Practices of Compensation for Disadvantage in Education in Hungary in the 21st Century_, includes contributions from prominent scholars in sociology and psychology, including Ildikó Bihari, Judit Kovács, and Tímea Tibori.

They are part of a research group focused on rural small schools in disadvantaged regions, supported by the Hungarian Academy of Sciences.

Compensation for disadvantage refers to measures designed to mitigate or counteract the effects of various societal, economic, or individual disadvantages.

These disparities can manifest in multiple areas, including education, employment, and social policy.

The education sector remains a focal point for addressing these inequalities in Hungary, where recent years have seen significant changes in educational policies, yet the implementation of equality of opportunity and disadvantage compensation remains a prominent topic.

The study emphasizes that enhancing individual social competencies is essential for promoting social mobility.

It asserts that individuals equipped with effective communication and collaboration skills are more likely to integrate successfully into the job market and achieve higher social status.

However, disadvantaged children often grow up in environments that do not adequately support the development of these skills, signaling that the growth of social competencies is not solely an individual task but a broader social responsibility requiring comprehensive reforms and sufficient resources within the educational system.

Over the past three decades, numerous educational reforms have aimed to target disadvantage compensation and ensure equality in Hungary.

While post-regime changes sought to emulate Western models, these attempts have not always succeeded in achieving the desired impact.

Initiatives focused on competency-based education and integration programs for disadvantaged students became prominent in the 2000s; however, the actual integration of these students has frequently fallen short due to insufficient resources.

The research highlights the crucial difference between integration and inclusion.

Integration involves disadvantaged students learning alongside their peers in mainstream education, while inclusion necessitates that the educational system adapts to individual needs and provides adequate support for all children.

In Hungary, integration has often been incomplete, attributed in part to the lack of necessary resources such as teacher training, improved school infrastructure, and supportive programs.

Various initiatives aimed at assisting disadvantaged children have emerged in recent years, including after-school programs and alternative pedagogical methods.

Despite these efforts, many have not received adequate funding and support, limiting their effectiveness.

Additionally, the increasing number of church-operated schools has been noted to potentially exacerbate segregation issues, further marginalizing disadvantaged children and deepening social inequalities.

To reduce educational inequalities, the study suggests several necessary measures, including:

- Targeted development of social competencies through individualized mentorship programs, cooperative learning methods, and experiential learning elements.

- Strengthening support for schools and community programs, such as after-school centers and other compensatory institutions.

- Providing ongoing training for teachers focused on enhancing social competencies.

- Expanding access to digital education, ensuring online learning opportunities for disadvantaged students.

- Establishing a system-level funding structure to ensure the long-term sustainability of disadvantage compensation programs.

The family environment plays a critical role in the development of children’s social competencies, as emphasized by Kovács Judit.

Issues stemming from economic hardship often accompany low parental education levels and lack of emotional support, which can hinder children’s success in educational settings.

Educational policymakers are called to consider these dynamics and develop programs that actively involve families in their children's development.

Furthermore, the complexity of providing equality of opportunity requires collaborative efforts among policymakers, educators, and society as a whole.

Effective development of social competencies is deemed a key tool for facilitating social mobility, warranting its prioritization within educational development strategies.

The study's objective was to identify barriers and potential solutions to educational development; however, the absence of regional problem maps complicates effective planning.

Not only minimum conditions but also maximum resources are necessary for successful educational reforms, involving active participation from mentors, ongoing training, and creative solutions.

The goal is to create problem maps and action plans that support the integration and development of social competencies among students in small rural schools.

The researchers indicate that technological advancements can offer new opportunities, yet the combined support of both school and family environments remains crucial.