Anita Boros, Gyula Koi (eds): Sustainability and Law
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6. Case study: Sustainability across the law in Hungary (László Vértesy)
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6.2. The Interpretation of Sustainability in the Hungarian Legal Framework
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6.2.5.Culture, Education

6.2.5.Culture, Education

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The link between sustainability and cultural diversity1 is reflected in Act VI of 2008,2 which promulgates the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions.3 According to Principle 6 of the UNESCO Convention, cultural diversity is essential for sustainable development, and Article 13 states that culture must be integrated into sustainable development in order to support the protection and promotion of the diversity of cultural expressions at all levels of development policies.

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  • 6. Principle of sustainable development
Cultural diversity is a rich asset for individuals and societies. The protection, promotion and maintenance of cultural diversity are an essential requirement for sustainable development for the benefit of present and future generations.

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  • Article13 – Integration of Culture in Sustainable Development  
Parties shall endeavour to integrate culture in their development policies at all levels for the creation of conditions conducive to sustainable development and, within this framework, foster aspects relating to the protection and promotion of the diversity of cultural expressions.

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Furthermore, in the Council of Europe Framework Convention on the Value of Cultural Heritage for Society (so-called Faro Convention), the parties agreed on the principles for sustainable management of cultural heritage (promulgated by Act CX of 2012)4

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Article 9 Sustainable use of the cultural heritage: To sustain the cultural heritage, the Parties undertake to: a) promote respect for the integrity of the cultural heritage by ensuring that decisions about change include an understanding of the cultural values involved; b) define and promote principles for sustainable management, and to encourage maintenance; c) ensure that all general technical regulations take account of the specific conservation requirements of cultural heritage; d) promote the use of materials, techniques and skills based on tradition, and explore their potential for contemporary applications; e) promote high-quality work through systems of professional qualifications and accreditation for individuals, businesses and institutions.

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Act LXIV of 2001 on the Protection of Cultural Heritage specifically emphasises the principle of sustainable use.5 According to this, elements of the protected cultural heritage must be used in a way that does not cause damage, thus ensuring their survival for present and future generations. During the use and change of function of monuments, there is a place for sustainable use and economic sustainability that does not endanger the values of the monuments, as recorded in (Sec. 43) Government Decree No. 740/2021. (XII. 21.) on the use of national and historical monuments and the support for their sustainable use.6 Furthermore, according to the Act LXXVII of 2011 on World Heritage, the World Heritage Site and the candidate site for inscription on the World Heritage List shall be used,7 presented, developed in a sustainable manner or restored as necessary, in accordance with the Convention, while preserving its universal and national values and serving the public interest (Sec. 3 and 7). In the Act XXX of 2012 on Hungarian National Values and Hungaricums,8 Section 17 stipulates that in order to sustainably preserve, widely publicise and utilise national values and outstanding national values, the Hungaricum Committee (Hun. Hungarikum Bizottság, abbr. HB) (i) compile the Hungarian Valuables; and (ii) if a County Valuables Committee has not been established in a county, or if the county government has not entrusted a county organisation with the identification of county values, the establishment of the county valuables and their maintenance, as well as the sending of their data to the Hungarian Valuables, it shall perform these tasks.

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At all levels of the education systems,9 special attention is paid to sustainability, which is also reflected in Government Decree 110/2012. (VI. 4.), the law on the issuance of the National Curriculum.10 Under the decree, among the areas of development and ​​educational goals, sustainability and environmental awareness appear as priority goals, to ensure that the growing generation understands the rich diversity of nature and culture and uses resources responsibly. Students must acquire a sustainable mindset and lifestyle in order to consciously and responsibly contribute to the liveable environment of future generations. Various subjects, such as foreign language, history, civics, ethics, as well as natural science subjects (such as biology, physics, chemistry, geography), visual culture, technology and design, also emphasise the idea of sustainability.

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II.3.2.1. FOREIGN LANGUAGE: In order to ensure self-regulating, long-term sustainable language development, it is essential to build on extracurricular activities in language teaching, thus making language learning goals alive and tangible.
II.3.4.1. HISTORY: develop individual initiative and responsibility, which simultaneously considers freedom and responsibility as fundamental values, as well as sustainability and ensuring a liveable life for the community;
II.3.4.2. CIVIC KNOWLEDGE: 9. understand the importance of environmental and economic-financial sustainability in everyday life, at the individual, family, settlement, region and state levels, as well as in a global perspective; Developing a sustainability approach primarily applies to the family household, the development of an environmentally conscious lifestyle, but also facilitates the interpretation of global problems in context. - environmental, economic-financial sustainability.
II.3.5. ETHICS / FAITH AND MORALITY: 13. develop individual initiative and responsibility, which simultaneously considers freedom and responsibility as fundamental values, as well as sustainability and ensuring a liveable life for the community. Social responsibility and commitment to a sustainable future;
II.3.6.2. NATURAL SCIENCE: 7. recognise and understand that the key to a liveable future is environmentally conscious, sustainable thinking;
II.3.6.3. BIOLOGY: 11. interpret the concept of sustainability comprehensively, covering the areas of nature, society and the economy, and know the scientific facts and models leading to the idea of ​​sustainability;

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The purpose of the sustainability graduation exam is to determine whether the candidate has the environmental and sustainability-related knowledge that is part of everyday literacy, and whether the candidate is able to connect his or her knowledge with environmental and sustainability-related processes, phenomena, and events experienced in everyday life; whether he or she is able to plan and implement a project independently to explore and solve a given environmental-sustainability problem; and whether his or her decisions and answers reflect a responsible, sustainable approach to the future. Graduation standards (Gov. Decree 100/1997)11 include specific sustainability-oriented competencies: environmental knowledge, systemic reasoning, data analysis, and problem-solving related to environmental and social challenges.

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Lastly, public foundations and universities (Act IX of 2021)12 are tasked with research and education activities advancing sustainability, environmental protection, and climate action, ensuring that cultural and academic institutions contribute – as a public interest objective – meaningfully to Hungary’s long-term environmental protection, climate protection, sustainability and circular economy.13
 
1

Packalén, S. (2010). Culture and sustainability. Corporate Social Responsibility and Environmental Management, 17(2)118-121. DOI: https://doi.org/10.1002/csr.236;

Throsby, D. (1997). Sustainability and culture some theoretical issues. International Journal of Cultural Policy, 4(1) 7-19. DOI: https://doi.org/10.1080/10286639709358060;

Hristova, S., Šešić, M. D., & Duxbury, N. (2015). Culture and sustainability in European cities. Imaging europolis. (London: Routledge). 266. eBook ISBN: 9781315772028 DOI: https://doi.org/10.4324/9781315772028

2 2008. évi VI. törvény a kulturális kifejezések sokszínűségének védelméről és előmozdításáról szóló, Párizsban 2005. év október hó 20. napján elfogadott UNESCO egyezmény kihirdetéséről https://njt.hu/jogszabaly/2008-6-00-00
3

UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions https://www.unesco.org/en/legal-affairs/convention-protection-and-promotion-diversity-cultural-expressions

2008. évi VI. törvény a kulturális kifejezések sokszínűségének védelméről és előmozdításáról szóló, Párizsban 2005. év október hó 20. napján elfogadott UNESCO egyezmény kihirdetéséről https://njt.hu/jogszabaly/2008-6-00-00

4 2012. évi CX. törvény az Európa Tanácsnak a kulturális örökség társadalmi értékéről szóló, Faróban, 2005. év október 27. napján elfogadott keretegyezményének kihirdetéséről https://net.jogtar.hu/jogszabaly?docid=a1200110.tv
5 2001. évi LXIV. törvény a kulturális örökség védelméről https://njt.hu/jogszabaly/2001-64-00-00.78#CI
6 740/2021. (XII. 21.) Korm. rendelet a nemzeti és történelmi emlékhelyek használatáról és fenntartható használatuk támogatásáról, valamint a Nemzeti Örökség Intézete létrehozásáról szóló 144/2013. (V. 14.) Korm. rendelet módosításáról https://njt.hu/jogszabaly/2021-740-20-22
7

World Heritage List https://whc.unesco.org/en/list/

Hungary: (1) Budapest, including the Banks of the Danube, the Buda Castle Quarter and Andrássy Avenue; (2) Old Village of Hollókő and its Surroundings; (3) Caves of Aggtelek Karst and Slovak Karst; (4) Millenary Benedictine Abbey of Pannonhalma and its Natural Environment; (5) Hortobágy National Park - the Puszta; (6) Early Christian Necropolis of Pécs (Sopianae); (7) Fertö / Neusiedlersee Cultural Landscape; (8) Tokaj Wine Region Historic Cultural Landscape

2011. évi LXXVII. törvény a világörökségről https://net.jogtar.hu/jogszabaly?docid=a1100077.tv

8 2012. évi XXX. törvény a magyar nemzeti értékekről és a hungarikumokról https://net.jogtar.hu/jogszabaly?docid=a1200030.tv
9

Tülin, G. Y., T. et al. (2021). Education for sustainability in early childhood education: A systematic review. Environmental Education Research, 27(6) 796-820. DOI: https://doi.org/10.1080/13504622.2021.1896680;

Žalėnienė, I., Pereira, P. (2021). Higher education for sustainability: A global perspective. Geography and Sustainability, 2(2) 99-106. DOI: https://doi.org/10.1016/j.geosus.2021.05.001;

Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education,51(4) 280-291. DOI: https://doi.org/10.1080/00958964.2019.1710444

10 110/2012. (VI. 4.) Korm. rendelet a Nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról https://njt.hu/jogszabaly/2012-110-20-22
11 100/1997. (VI. 13.) Korm. rendelet az érettségi vizsga vizsgaszabályzatának kiadásáról https://njt.hu/jogszabaly/1997-100-20-22.63#CI
12 2021. évi IX. törvény a közfeladatot ellátó közérdekű vagyonkezelő alapítványokról https://njt.hu/jogszabaly/2021-9-00-00
13 Mikáczó, A., & Dióssi, K. (2023). The Response of Higher Educational Institutions to Sustainability Challenges in Hungary. Gazdaság és Társadalom, 34(3), 5-16.
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