LLP Comenius Multilateral Partnerships

1. LLP Comenius Multilateral Partnerships Education – a journey in time INTERNATIONAL PROJECT MEETING in Budapest, Hungary 1 – 8 February 2011

2. Educationalpatterns Tradition and innovation

3. I. Tradition: educational policy

4. Maria Theresa (1740-1780) • only female ruler of the Habsburg dominions • financial and educational reforms

5. Enlightenment • Enlightened absolutism is a form of absolute monarchy in which rulers were influenced by the enlightenment.

6. Ratio Educationis

7. Ratio Educationis - 1777 • enlightenment: emphasis upon rationality • religious toleration, freedom of speech and the press, and the right to hold private property • education was national interest • before 1777: church  after 1777: centralization • school age: 6-12 • basic skills: reading, writing, counting • language of education: Latin • subjects: History, Geography, Natural History, Basic Economics, German language  no Hungarian

8. Joseph II (1780-1790) • eldest son of Maria Theresa • compulsory elementary education • tuition fee in universities • scholarship for poor students • schools for religious minorities • subjects taught in German

9. 1849-1919 • 1844: Hungarian became the language of education • primary education for girls • After the 1848-1849 Revolution and War of Independence the government tried to extend its control over education. • German became compulsory • national textbooks banned

10. Baron Joseph Eötvös- Minister of Religion and Education

11. National Schools Act • compulsory education for ages 6 to 12 • parents had to pay penalty in case of breaking this act • obligatory language: Hungarian • first Hungarian secondary school for girls

12. Count Kuno von Klebelsberg • Hungarian Minister of Interior, later Minister of Culture of Hungary

13. Educational reforms: elementary schools in the country modernization of universities Collegium Hungaricum abroad progressive policy on scholarships for university students Count Kuno von Klebelsberg

14. situation of education changed radically because of the invasion by the Soviet Union every field of education controlled policy determined by the government 8-year-long elementary schools Russian language is compulsory other foreign languages restricted no religious education practical training stressed 1949-1990

15. Change of the regime - 1989 Act of Education (1993) • right to study • more independence from the state • formed on the basis of Anglo-Saxon patterns • learning Russian isn’t compulsory any more • wide range of foreign languages • right proportion between arts and science subjects • school age: 6-18 • skill development, life-long learning

16. II. Tradition and innovation: working methods

17. What did pedagogy mean before and after the 20th century? • identified what a human being should become through education • what values and what knowledge they should acquire • but did not take the child’s physical and psychological characteristics into consideration • new schools • child-centred • let the children develop their skills • children working at their own pace • minimal supervision of the teacher Before 1900 1900  After 1900

18. Traditional approach to teaching • authoritarian principles • discipline, students’ obedience is very important  teacher’s strict control • emphasis on factual knowledge, not individual skills • everybody has to learn the same and is expected to meet identical requirements • less students could get into higher education than nowadays but specialists obtained a more global and profound knowledge

19. Primary school class in a village, 1960s

20. Liberal approach • from the 1990s, the focus of attention is shifted on the personality and the skills of the student • roots: reformpedagogical innovations, new results of developmental and humanistic psychology • basic principle: students should concentrate on those areas of their studies that they are good at • feeling of success, personality development and self-actualization in the centre • very permissive

21. Personality development in the centre

22. Competence-based education • basic principle in public education today: to improve skills (= key competences) through giving knowledge that is useful in everyday life • a combination of both authoritarian and liberal views • students are expected to suit some standard requirements but individual differences are taken into account • absolutely student-centred • aim: to educate people who are self-conscious and can manage their lives efficiently

23. Working methods in the competence-based classroom Four basic types: • frontal work • group work • pair work • individual work

24. Frontal work • it is a method that has the same aims, ways and tempo for everybody • roots: authoritarian approach • guided by the teacher, who is in a dominant role  students are relatively passive • teacher lectures, students listen sitting in silence • assumption that students are similar • in its basic form, no differentiation is possible

25. Frontal work in the modern classroom possible problems: • not enough feedback to the teacher whether the students understand • there are always people who are not able to follow the teacher • if used exclusively: • frontal work stabilizes individual differences • low academic achievement cannot be improved

26. Efficient frontal work • students can ask questions • they can give feedback • they are allowed to express their opinions • they can start discussions • two-way communication • teacher – student interaction • student – student interaction

27. Group work • cooperative activity of 3-6 students working on the same task • takes individual differences into account • students in a group must be able to accept each other • ways of grouping: • groups can be formed spontaneously (rarely effective) • group members are picked based on sympathy (they might not concentrate on the task) • teacher puts students into groups, often according to their levels of knowledge

28. Advantages and disadvantages of group work Advantages: • social skills are improved • students learn to cooperate • students learn to solve problems, conflicts • ideally, students experience that they are equally responsible for doing the task and they set standards to each other Disadvantages: • only 1-2 people are working on the task and the others are passive • teacher’s constant monitoring is needed • assessment is problematic: individual participation or only the „final result” should be considered?

29. Pair work • very similar to group work except that only two people are working together on the same task • cooperation is essential, pairs are usually formed based on sympathy • 2 types: 1. classic pair work, the students are on similar or the same levels 2. one student is much better at the given subject or topic; he or she is helping, tutoring the other student

30. Individual work • students may work individually in frontal arrangement but then everyone has the same task • usually individual work means that each person is given a task devised especially for him or her • maximum attention is paid to individual differences • individual work is not really possible in public education (classes / groups are too large) • instead: private lessons or e.g. learning to play a musical instrument is typically individual

31. Ideal class: all four working methods are used by the teacher

32. III. Innovation: alternativity

33. Two remarkable school experiments in Budapestin the 1910s László Nagy, the forerunner of child psychology New School (1915-1949) • Mrs László Domokos • girls’ school • age 6-18 • meeting the requirements of physical and emotional development of the child • creation and getting knowledge through intuition • encouraging students to work individually Family School (1915-1943) • Márta Nemes • coeducational • age 6-10 • play as you work and work while playing • flexibility in planning curricula • decreasing teachers’ authoritative role • making school the natural ’habitat’ for the child

34. The two most influential foreign educational trends in Hungary before 1945 The Montessori Method Maria Montessori • Erzsébet Burchard (teacher) • 1927: first kindergarten with 27 children in her parents’ house • 1928: first school with 4 classes, 24-28 students each The Waldorf Method Rudolf Steiner • Mária Göllner (anthroposophist) • 1926: first Waldorf school outside Germany • 20 students up to the age of 14

35. teacher: supporter teacher – student relationship based on mutual trust no competition students encouraged to ask few compulsory lessons all tools available for everyone closed in 1941 as a result of the Word War II The Montessori Method

36. emphasis on artistic education taught subjects in blocks (120 minute long session in the morning with the same subject) afternoons: gardening, playing outside parents visit the school regularly no course books no failing; support classes for children lagging behind problem: Hungarian cultural values overshadowed closed in 1933 with the Nazi regime The Waldorf Method

37. The first Waldorf school building Laying the foundation stone of the first Waldorf school in Hungary

38. Hungarian innovations New School Family School Adaptations of foreign trends Waldorf Montessori Alternativity in education after 1945 Turning point in educati- onal policy Alternativity in education 1900 1945 1970s 1985

39. Waldorf Schools • first Waldorf School in • Solymár, 1989 • first school established by • citizens • Montessori Schools • first Montessori • school in Central • Europe (Csepel) Education Act /Education Amendment Act (1985 / 1990) new interest in alternative education • Rogers Schools • first school • started its work • in 1990, in Budapest • Freinet Schools • forerunner of • Hungarian alternative • school movements in the ‘70s • first school: end of the 1980s

40. Waldorf: „I experience what others just read, learn and are tested on” • kindergartens • 12-year-long curriculum in • schools • extra year for GCSE

41. Montessori: „help me do it on my own” • kindergartens • 6-year-long primary schools • 6-year-long secondary • education with GCSE

42. Rogers: „acquiring knowledge is not a must but a source of satisfaction” • kindergartens • primary and • secondary education

43. Freinet: „educate to life through living life and work – being close to nature” • kindergartens • primary and • secondary • education

44. Today: • from Montessori, Waldorf, Freinet and Rogers, only Waldorf became popular in Hungary Today there are • 40 Waldorf kindergartens • 26 Waldorf schools • 12 of which have secondary classes • 11 function as primary classes • 3 have only junior classes

45. Other alternative schools • alternativity appears not only in basic education • there are secondary trade schools and secondary grammar schools that work with alternative methods • Alternative Secondary School of Economics • institutions for special needs and those that support underprivileged children e.g.: Burattino

46. 1945: Kodály’s ideas in public schools 1950: first music primary schools within the next decade – a 100 more music primary schools opened Pedagogical concepts developed by Hungarians Reform of music teaching inHungary • a world-famous method developed by Zoltán Kodály • used since 1945 in Hungary and later all over the world • 1935: long-term project to reform music teaching • new curriculum and teaching methods • new musical compositions for children

47. International success of Kodály’s method

48. Zsolnai Method – art and science • 1971: József Zsolnai started to work on a new pedagogical methodology system called NYIK (Language, Literature and Communication Programme)for primary schools • NYIK has been in the National Curriculum since 1984(as a program in grades 1-4) • affects only teaching reading, writing, grammar and composition • skills and ability development in a complex way • it is emphasised WHY we read, write and speak • reading comprehension as the starting point of individual learning • verbal activities (pronunciation, reciting, story telling ) • authentic materials József Zsolnai (1935 -12 January 2011)

49. NYIK ÉKP (Value Transmitting and Ability Development Program ) • concerns not only particular subjects but the whole school • get acquainted with culture as a complex • 1995-96: the number of these schools were the highest – 104 • it’s 25 in 2009-2010 (6 of which operate as secondary schools ) • internationally applied method nowadays

50. Thank you for your attention