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Transition in the public education in Hungary

Transition in the public education in Hungary. What do the leadership have to do for changing the practises of teaching and increasing the outcome for students. Máté Zoltán matezoltan@eklg.hu. Nyíregyháza, 2011. május 1. Selectivity, segregation Teacher centredness Knowledge based

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Transition in the public education in Hungary

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  1. Transition in the publiceducation in Hungary What do the leadership have to do for changing the practises of teaching and increasing the outcome for students Máté Zoltán matezoltan@eklg.hu Nyíregyháza, 2011. május 1.

  2. Selectivity, segregation Teacher centredness Knowledge based Lots of Knowledge Out-dated pedagogy Many teachers teach in prussian style Equalisingchances Childcentredness Skillsbased CustomisedKnowlwdge Competencebasededucation ICT inaction Features of our education yesterday and today- tomorrow

  3. Inheritage of the SocialismThe Obsolate school Features: • Achievement problems • Lack of the general skills • Ignoring labour market demands • Maintaining social differencies • Paralell of the social status and achievement of schools • Increasing inequality • Segregation

  4. Summary The problem is that our schools are highly selective and competitive on the basis of knowledge and attitudes. It has its serious social consequences

  5. Agenda • Equalising chances • Resource development • ICT to increase chances • Teachers policy • Modernising pedagogy • Assessmment policy • Creating a 21st century enviroment • Ensuring efficient institutional integration

  6. In details1. Equalising Chances • Starting with a chance: early development • Decreasing selectivity in the institutions • Increasing integration • Creatig the receptive school model • Helping the children with a special need • Reforming vocational education

  7. Decreasing inequality • Desegregation • Equalityschemes • Controll, supervision, sanctions • Integrationprogramme • Involvement of teachers • Grassroots • Employing more gipsyprofeesionalsineducation

  8. 2. Content development in education ÚFT • Competencebasededucation • writing, reading, calculus, readingcomprehension • Foreignlanguageeducation • Towardsintegrated Science education • ICT- technologyineducation

  9. 3. Teaching resource development • Providing ways to skills stadards • Innovative content • Variety of teaching aids • Forms on skills development

  10. Priorities in skills development • Reading- • reading comprehension • Maths • ICT • Foreign language • Health education • Education for development • Life skills development

  11. 4. Educational tools development • Varied methods- based on collective and individual needs • Customised programmes • Talent development • Efficient catching- up

  12. ÚMFT 5. Creating 21 st century enviroment Korszerű tartalom-korszerű környezet! • Functional buildings • Functional spaces • Friendly enviroment • Modern tools- computers, • digital boards • School design

  13. 6. Cooperation between schools • Local and regional cooperations • Regional planning • Support for maintaining sub- regional institutions • Institutional integration • (integrated administration in integrated schools) • Encouraging multifunctional institutions • Encouraging regional and sub- regional educational • services

  14. Agenda- Now • Encouraging competence-based education • New forms and systems- using formal, informal and non-formal ways, e-learning • Curbing drop-out, reintegration of „misfits” • Regional cooperation, networking

  15. My world My country My city My school My work

  16. My country • Hungarians are unique within the nations in Europe, in that they speak a language that is unrelated to any other European language. • Hungarians are proud to have been the only people to establish a long-lasting state in the Carpathian Basin. • Their first king was Saint Stephan crowned in 1000 AC. • In spite of many national tragedies during the last four centuries, Hungarians remain confident and are proud of their achievements in the sciences, scholarship. In the middle of Europe on 93 thousand square kilometers now we are 10 million .

  17. My city • Nyíregyháza with a population of 117,000 is the seventh-largest city in Hungary and is one of the leading cities of Eastern Hungary. Nyíregyháza Budapest capital

  18. My school:Lutheran Lajos Kossuth Secondary Academic

  19. Students at work

  20. My school • Teachers: 41 • Students: 567(mediumsizein Hungary) • Number of theclasses: 21 • 18 digitaldrawingboards, 40 studentlaptops • The number of obligatorylessons: • … theteachers : 22 / week • … thestudents : 25-35 /a week • dependingonthenumber of theyears/

  21. Subjects in our school • Literature • Maths • History • Languages: English, German, French, Italian, Russian ( two of them must be chosen) • Biology, Geography, Physic, Music, Sport, Chemistry, Informatic, Religion, Philisophie

  22. Leading of the school • 1 Headmaster • 1 Deputy headmaster (of the education) • 1 Deputy Headmaster (of the pastoral care) It’s me !

  23. My work • Orginising school events (celebrations, competitions) • Maintainig school documents for example School Regulations • Quality assurance (I often visited other lessons) • Organising competence-based education • Connection with the Lutherian Church • And (of course) teaching History, Literature and Economy

  24. Criteria of lesson evaluation • Building of the lesson • Managing of the lesson • Work and activity of the students • Methods • Purpose of the lesson • Patoral care • Motivation • Development of the competence

  25. Thanks for your attention The End

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