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„Hand in Hand” – Model of Hódmezővásárhely
26. February 2010, Rome
Hódmezővásárhely – Facts before action
The number of children enrolled to first grade dropped from 1000 to 400 in 10 years.
42 % of school aged children receive regular childcare support.
30% of the supported ones are multiply disadvantaged.
Bipolar segregation (Roma population, population of poor families living on rural farms) in town.
Stages preparing the restructuring
Review of institution’s structure
Evaluation ofcompetency
measurement
Preparingpublic
educationconcept
Conscious analysis of circumstances
Remedial of multiply
disadvantagedAnalysis of the quality of education
Professionalmonitoring
of institutions
PREPARING ANACTION PLAN
Definingassessments
Multiply disadvantaged students in the town
DESEGREGATION! Disadvantaged children must not be educated in disadvantaged schools to become disadvantaged grown-ups!
High strandard schools in all districts of our town.
Students and teachers, who began to segregate even though EU tenders exist, must be transferred to all schools of our town.
Expectations of the Municipality
Frugality
Efficiency
Quality
Equal opportunities
The reform of education through integration I. Reform of content
Integrated Pedagogic System management Scholarships: Bursa Hungarica, Bakay Lajos,
Útravaló Arany János Dormitory Program Dual mentoring together with high schools Competency based education Conscious development of social
competency Developing teachers methodological culture
and attitude, trainings Student mentor program Physical education everyday
The reform of education through integration II. Restructuring
We closed down all elementary schools, instead reorganized and established 5 institutions based on districts.
Ceasing free choice school enrolment – districts are obligatory
School bus service to provide equal opportunity for children on rural areas.
Reorganization of school faculties (performance evaluation).
Areas of Elementary Schools before and after the reorganization
Prevailing of efficient actuation
Several successful tenders (Human Resources Development Operational Program / HRDOP 2.1.projects, HRDOP 3.1.3., HRDOP 3.1.4., HRDOP 2.1.3., HRDOP 2.1.5.B project) that enabled the preparation of pedagogues for launching new programs, without using the town’s budget.
Sequence: Society Renewal Operational Program / SROP 3.3.2. – support
of Equal Opportunity Programs. SROP 3.3.3- establishing reference institutions. SROP 3.1.4- Access to competency based education in
innovative institutions. Operational Program for South East Hungary -2007-4.2.1/2F
Developing the infrastructure of elementary and secondary educational institutions as well as high schools.
Results I.
Prevailing of equal opportunities in education
halmozottan hátrányos helyzetű tanulók aránya 2006. 2007. 2008.
0%
10%
20%
30%
40%
50%
60%
Results II.Improvement of the education’s
efficiency
Beginning stage: Results were under the country average in 2004.
Present stage: All institutions perform above the country average.
Results III.Prevailing of the effective operation
- a better capacity-utilization -
78 78
67
86
64
87
0
10
20
30
40
50
60
70
80
90
2006 2007 2008
Integration on town level
Anti-segregation Plan Plan for Equal Opportunities Establishing the Roma Council Eliminating Roma Settlements Building flats for socially indigents Vásárhely Health Program Public employment Developing a comprehensive social
network Support system creating jobs
Conclusion
The main structural reforms for the sake ofthe equal opportunities have alreadyhappened in Hódmezővásárhely, but thesubstantive reforms are a result of a longprocess, in which all the participants(children, teachers, parents, municipal,church,-fund maintainers, state direction)have an outstanding role and responsibility.
„I have learnt that humans only have the right to look down on others when they lend a helping hand.”
(Gabriel Garcia Márquez)