This article was published in the November 2024 issue of Forbes Magazine, in the 'Forgó' section, and is now shared here with their permission.

The film A Fekete Pont (The Black Dot) powerfully portrays the oppressive atmosphere of Hungarian schools that many generations find all too familiar. One particular scene left a lasting impression on me. Juci néni, an enthusiastic and creative young teacher, uses modern methods to make literature enjoyable for her students. Then comes the aggressive father, barging into the classroom unannounced just before parent-teacher conferences. He demands that Juci néni stick strictly to the required poems and workbook exercises. No creativity, no deviation from the norm. Juci néni tries to explain herself for a few seconds, but the father’s tone grows increasingly threatening. There is no room for dialogue; in his view, rigid adherence to the curriculum is the only way his child can pass the entrance exam for the six-grade secondary school.

The father speaks harshly to Juci néni, and this behavior permeates the entire film. We see how people in conflict situations so naturally resort to harsh words and crushing the other person. That’s what makes the film so uncomfortable. However, I don’t want to write about everyday acts of aggression—I want to address the system that breeds these conflicts.

The outdated entrance exam requirements and the anomalies of the six-grade secondary schools, which skim off the top-performing students from primary schools, create a situation where parents and teachers are pitted against each other. This is not simply a matter of poor communication or individual behavior; it is the result of a structural flaw that makes these conflicts almost inevitable.

In entrance exams, neither the joy of knowledge nor its practical utility matters. Nor do the skills that support happiness and well-being in life, or even the competencies valued in the job market. Instead, the task is for students—typically outside school hours, with private tutors—to practice tasks based on closed questions, algorithms, and rote knowledge.

Multiple-choice tests and exams based on closed questions became widespread in the 20th century, especially in response to the Industrial Revolution and the demands of mass education. In the United States, for example, the Scholastic Aptitude Test (SAT) and similar exams were introduced to objectively and measurably evaluate students' performance. The desire for objectivity and measurability was a natural response in societies seeking to assess large groups efficiently and “fairly.” Hungary followed the same path, with central entrance exams and standardized graduation exams reflecting this model.

However, the system disregards the increasingly crucial skills of the modern world—soft skills. Creativity, critical thinking, emotional intelligence, and teamwork are all essential for both the labor market and daily life. These are not measured by tests based on closed questions, so parents and the teachers trying to meet their expectations rarely demand their development. Instead, the system focuses on rote learning and rehearsed tasks. As a result, students often memorize dull, lifeless information rather than learning with joy. Elsewhere, many have already recognized that this approach is insufficient to measure students’ true potential.

In the United Kingdom, students must demonstrate their readiness for higher education through essays, motivational letters, and portfolios. Similar project-based assignments and tasks are part of the process in Finland, the Netherlands, and France, giving students opportunities to showcase deeper thinking and reasoning skills. Hungarians have always been creative and will remain so. Yet, the education system fails to meet the demands of the modern world, increasingly losing its relevance.

If schools fail to adapt, they will fall behind in developing crucial skills. This is why we need to move away from the current centralized entrance exam system. Let’s transform it into a general elementary school exit exam or mandatory “junior graduation exam,” prepared for collaboratively within the classroom. This would ensure that everyone graduates under equal conditions, with clear expectations. Juci néni and the parents would no longer be at odds.

Even better, middle school admissions could be based on elementary school performance, recommendations, and project work, better valuing individual achievements and abilities. This would not only ease students’ burdens but also promote creativity and the development of unique skills. Their true knowledge would take center stage—not what they managed to cram into their heads.