After 1990 public educational institutions were maintained and controlled by local governments. This period was the era of decentralization. I am going to examine it in a later parts of my thesis with regard to all of its advantages and disadvantages. After 2011 there was a kind of decentralization by legislation after which it had or could have had an operating role but education became state responsibilities. The state as former branch coordinator thereafter took the role of maintainer besides of its public power authority.

There have been two crucial changes of two subsystems of administration since its formation in 1990 but mainly after 2010. These changes were partially structural, affecting state organization in several steps then those affecting central integration and the reregulation of local governments reflecting the change in the role of the state and the expansion of Neoweber state ideas and recentralisation.

Some of these factors were generated by international effects but Hungarian principles also played a role as the hurried and faulty system of task completion was formed in local governments.

This study analysing how partial conditions are reflected in education administration, how the administration branches followed general tendencies or somehow compared to general changes in public administration. I am also examining how successful it was to deal with these roles together and separate them at certain points.