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Diversity of Curriculum Implementation Tools in Hungary
József Kaposi, Edit Sinka and Attila Varga
Diversity of Implementation Tools in Hungary
By József Kaposi (director general), Edit Sinka (professional leader), Attila Varga (senior researcher)
Hungarian Institute of Educational Research and Development
Tools of Content Regulation
Before 2010 After 2010
development of curricula complex development program:complex education programsstate led textbook developmentteacher training, lifelong career program for teachersprofessional support, inspectorial system
From good praticies to complex educational programs
Social Renewal Operative Program (SROP)SROP 3.1.1:
21st Century Education: Development, coordinationHungarian Institute for Educational Research and Development (consortium leader)
•3rd subproject: Developing Complex Educational Programs
– 7 thematic groups– Co-development of programs– Collaboration with schools
The common denominator:
tried out
The definitions of good practice
Diverse good practice (simple ideas - complex systems)
We defined four different categories
The definitions of good practice
The difference: Where does good practice work?
The area determines the substance of good practice.
Helping adaptations
Adaptations are an important part of good practice as their efficiency and good result depend on successful integration.The process of adaptation is also a learning process.A successful adaptation of good practice works in several dimensions.The aim is to gain growing influence of good practice.
Development of Educational Programs
pedagogical concept
teaching-learning program
MODULES
assessment, evaluation
teaching-learning tools
CPD course
mentoring
EDUCATIONAL PROGRAM
New generation of textbooks
Public Education Act (2011)
1. new content regulation tools: •new National Core Curriculum, frame curricula and directives•putting value based education in the centre
2. a new generation of knowledge transfer media (textbooks, digital learning and teaching tools)•free of charge textbooks from grade 1 as of 2013•in a framework of a research and development project carried out by HIERD
The major goals of new textbooks
to raise motivation of students with widespread use of:
information communication technologies knowledge sharing platforms learning networks
to create opportunity for lifelong learning and life-wide learning
encouraging students’ reflection balancing individual and group tasks exploration of previous knowledge
Development of new generation textbooks
They are written in teamwork of:•pedagogical development experts•methodology experts•teachers and IT professionals They are written by utilising the experience of a one-year pilot program – the textbooks are being corrected according to the feedbacks from the teachers using them.
National Public Education Portal
This high capacity, easily accessible, huge digital platform:•allows teachers to show students a variety of sources of knowledge•boosts learning motivation with interactive tools•textbooks can function as e-books•use of mobile applications creates an opportunity for life-wide learning•many elements of textbooks (figures, activities, tests etc.) are now available via this platform which results in textbooks with less content•the set of individually tailored tasks gives accurate feedback on students individual performance
Professional advantages and positive social effects of state-supported textbooks
• guarantee for the success of implementation
• nationwide expansion of the use of ICT• quality assurance is built into the process
(writing – pilot – feedback – correction)• cost effectiveness, sustainability (large
number of copies, reused textbooks)• equity in education system (free of
charge textbooks)
Teacher support by peers
- Method is basically the exemplification1. Sharing of framework curriculum
implementation materials- to provide examples- to encourage the teachers' own innovations- focus: which is challenge for schools, for
example: new subjects, new content, significantly changed the school hours
2. Sharing of the previously described best practices
Teacher support by peers - 2
3. SupportersThe development of a network of
professional consultants is currently under development and testing.
- person-centered consultant approach- based on monitoring- it is individual - according to the development plan to support
the awareness of the teacher’s individual professional development
The New Inspectorial System
Since 2010, the government’s role is significantly growth in education. The introduction of a standardized external evaluation system has become priority, with the aim of improving its quality. It was no return to the pre-1985 system, differs in multiple points (main: no subject-centered).
Inspectors’ work
The experts evaluate -the schools-the work of teachers-the work of school leaders-the school from general pedagogical points-identifying areas for improvement
Features of Inspection
- along the same criteria- carried out by experts, who have specifically prepared for this task
- with a uniform and public methods: class visit document analysis interviews self-evaluation In case of school leaders, the results of the
questionnaires completed by teachers and parents of students
Reform of teacher education system:
Introduction of Bologna system in teacher educationin Hungary (2005-06)
Critics:•Dividing the five-year degree into a Bachelor’s and Master’s did not serve the aim of teacher training (tha majority of pedagogy courses was shifted to MA level).•The divided training made it difficult to develop all three components of the teaching profession (discipline, didactics related to the specific field and pedagogy and psychology) in a harmonised manner.•Teacher training institutions offered degrees with specialisations which did not meet the needs of public education.
New teacher training system(introduced in September 2013)
• Similar to the pre-2005 system• Non-divided and dual degree structure (5+1 years
at universities, 4+1 years in colleges)• Two specializations - minor tracks (art history,
philosophy, ethics, communication etc.) can be chosen only as second specialisations
• Specialization with two possible outcomes: primary school teacher or secondary school teacher
• The first three years are built upon common requirements
• Practical training: 1 year
Teacher training centres (National Higher Education Act)
•ensuring cooperation between actors involved in teacher training (pedagogy and psychology professionals as well as representatives of various subject fields and methodology areas
•continuously revising training programmes•taking part in and support the qualifying exams of
teachers and the whole qualification procedure•to follow and initiate in their own institute
education research connected to teacher training
