21st Century School Education (Development and Coordination) 2nd PhaseTÁMOP-3.1.1-11/1-2012-0001

Development and Development and eembeddingmbedding of of the Horizontal Learning System the Horizontal Learning System into the Hungarian Institutional into the Hungarian Institutional System of Pedagogical ServicesSystem of Pedagogical Services

László Horváth – Eötvös Loránd University, HIERDLászló Horváth – Eötvös Loránd University, HIERDTünde Simon – University of Szeged, HIERDTünde Simon – University of Szeged, HIERDAnikó Kovács – HIERDAnikó Kovács – HIERD

horvath.laszlo@ppk.elte.huhorvath.laszlo@ppk.elte.hu

ATEE 40th Annual Conference 2015 ATEE 40th Annual Conference 2015 GlasgowGlasgow

Outline of the presentation

• Context • Theoretical background• Research and development

• PLC model and validation• Characteristics of reference institutions• Workshops and methodological tools

Education in Hungary

• Similar to other Central-European, ex-socialist countries• Some key statistics (OECD, 2014):

• Upper secondary and post-secondary non-tertiary attainment among 25-64 year-olds is one of the highest among OECD countries (60%)

• Total expenditure on educational institutions/GDP for all levels of education is comparatively low. (4.4 %)

• Different maintainers (local municipalities, Klebelsberg Institution Maintenance Centre, Ministry for National Economy, Ministry of Human Capacities)

• Institutional system of pedagogical services: under development• To enhance the effectiveness of education by supporting teachers,

principals and institutions directly or indirectly• Knowledge- and quality management function

The basis of the research and development

• Social Renewal Operational Programme: 21st Century School Education (Development and Coordination) 2nd Phase

• 2nd sub-project: Development of the institutional system of pedagogical services – based on research

• 2nd theme: Development of the network of reference institutions and its integration into the system of professional services• Establishing and developing qualification procedures for reference

institutions• Develop a network of horizontal learning • Integrate it into a renewed institutional system of pedagogical

services.

Pilot study

Reference institution: An institution which is unique, exemplary to other institutions, operating coherently, inclusive, has child-centered pedagogical good practices and organisational innovations which can be published and shared as a pedagogical professional service.

January February March April May June July August

Workshops on horizontal learning

Development of PLC model and methodological toolset

Development workshops based on PLC diagnosis

Theoretical and methodological development

Dissemination

2015

Main theoretical background

• Information society (Bell, 1973; Castells, 1996), knowledge economy (OECD, 2011; Zhang & Liao, 2010; Delors, 1999)

• Horizontal learning: form of learning where the transaction of knowledge - created in practice - takes place in partnership, among equal partners (Nilsen, 2010; Peng-Fei, 2014; Tóth, 2006; Boshier & Huang, 2007; Cowie & Otrel-Cass, 2011)

• Adult learning: self-directed, problem-based, collaborative learning, partnership between teacher and student (Knowles et al., 2005; Jost, 2005)

• Workplace learning: informal, practice- and experience-based, in collaboration (Beckett & Hager, 2002; Brown, 2009)

• Professional Learning Community: process of teachers constantly collaborating, sharing their knowledge and develop themselves in order to serve the interests of the children better (DuFour, Eaker & Many, 2010; Hord & Sommers, 2008)

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn,

unlearn, and relearn. ” (Alvin Toffler)

Professional Learning Community Diagnosis Model

(Based on Sleegers et al., 2013)

Validation of the model

Participants: 11 institutions (5 ri and 6 nri) 167 teachers EFA (KMO: 0,793, Bartlett-test: p<0,001): Alpha factoring, Varimax rotation 9 factors (TVE: 55,036%),

PartnershipPartnership PLC visionPLC vision Trust and Trust and opennessopenness

Culture of Culture of feedbackfeedback Knowledge sharingKnowledge sharing Self-directed Self-directed

learninglearning

Supportive Supportive leadershipleadership

Network learningNetwork learningContinuous Continuous professional professional developmentdevelopment

7,45% 7,4% 6,79%

6,68% 6,67% 6,16%

5,56% 5,19% 3,14%

Defining characteristics of reference institutions

FactorsMean

(reference institutions)Mean

(non-reference institutions)

p-value for Mann-Whitney test*

Partnership 0,07 -0,12 p=0,699

PLC vision 0,13 -0,22 p=0,014

Trust and openness 0,07 -0,13 p=0,106

Culture of feedback -0,08 0,14 p=0,099

Knowledge sharing 0,10 -0,17 p=0,087

Self-directed learning 0,20 -0,34 p=0,006

Supportive leadership -0,08 0,13 p=0,063

Network learning 0,20 -0,34 p<0,001

Continuous professional development

0,05 -0,08 p=0,634

Defining characteristics of reference institutions

Defining characteristics of reference institutions (Linear regression: 9 items (R2=0,503)):•Available resources•High expectations•Emphasis on student government as a means of learning•Exemplary leadership•Frequent and deliberate reflection•Knowing the individual learning needs of students•Mentoring•Collaboration with previous and/or next level of education

Development workshops

• 23 workshops, 8 institutions, 124 participants• Main barriers: lack of resources, negative attitudes,

burnout, ill organisational culture, uncertain legal environment

• Significant shift in attitudes at the 4th workshop!• Benefits according to leaders:

• Conscious look on pedagogical processes• Getting to know colleagues in different situation, teambuilding• Good input and tools for organisational development• Develops systems thinking, ownership

• Intention to start, likely to fail without professional support

• Develop PLC capacities (based on diagnosis), 78 tools• Structured along the life-cycle process of a PLC

• Informative theoretical background, diagnostic tool and role of facilitators

• Corrected along the feedback of participants and review of a principal

• Future: implement in the repertoire of pedagogical service providers, teacher education and training, reference institutions as facilitators

Methodological tool and further aims

References

1. Beckett, D.–Hager, P. (2002): Life, work and learning. Practice in postmodernity. London, Routledge.2. Bell, D. (1974): The Coming of the Post-Industrial Society. A venture in social forecasting. Heinemann, London.3. Boshier, R.–Huang, Y. (2007): Shuang Yu: vertical and horizontal dimensions of China's extraordinary learning village. Studies in Continuing

Education, 1. sz. 51–70.4. Brown, A. (2009): Higher Skills Development at Work. A commnentary by the Teaching and Learning Research Programme. London, ESRC,

TLRP. URL: http://www.tlrp.org/pub/documents/HigherSkillsComm.pdf 5. Castells, M. (1996): The Information Age: Economy, Society and Culture. Blackwell Publishers, Oxford.6. Cowie, B.–Otrel-Cass, K. (2011): Exploring the value of 'horizontal' learning in early years science classrooms. Early Years: An International

Research Journal, 3. sz. 285–295.7. Delors, J. (1999): Oktatás – rejtett kincs. Osiris Kiadó, Budapest, 219 o.8. DuFour, R. et al. (2010): Learning by Doing. A handbook for Professional Learning Communities at Work. Bloomington, Solution Tree Press9. Hord, S. M.–Sommers, W. A. (2008): Leading Professional Learning Communities. Voices from Research and Practice. Corwin Press,

California.10. Jost, R. (2005): Andragogy. In: Leona, E. (ed): International Encyclopedia of Adult Education. Palgrave Macmillan, London, 58-63.11. Knowles, M. –Holton, E. F.,–Swanson, R. A. (2005): The adult learner: The definitive classic in adult education and human resource

development. Elsevier, Burlington.12. Nilsen, E. R. (2010): Workplace learning communities: horizontal AND vertical? URL:

http://www2.warwick.ac.uk/fac/soc/wbs/conf/olkc/archive/olkc6/papers/id_228.pdf13. OECD (2011) Skills Strategy. Towards an OECD Skills Strategy. URL: http://www.oecd.org/edu/47769000.pdf14. OECD (2014): Education GPS - Hungary. URL: http://gpseducation.oecd.org/CountryProfile?primaryCountry=HUN&treshold=10&topic=EO15. Peng-Fei, L. (2014): Horizontal versus vertical learning. Divergence and diversification of lead firms in the Hangji Toothbrush Cluster, China.

Regional Studies, 7. sz., 1227–1241.16. Sleegers, P. –den Brok, P. –Verbiest, E. –Moolenaar, N. M. –Daly, A. J. (2013): Toward Conceptual Clarity. A Multidimensional, Multilevel

Model for Professional Learning Communities in Dutch Elementary Schools. The Elementary School Journal, 114. 1. 118-137. 17. Tóth Tiborné (2006): A horizontális tanulás lehetőségei világszerte. Új Pedagógiai Szemle, 2. sz. 71–80. URL:

http://epa.oszk.hu/00000/00035/00100/2006-02-mu-Toth-Horizontalis.html 18. Zhang, J. X.–Liao, H. Z. (2010): Upgrading knowledge competitiveness is the new mission of higher education. US-China Education Review,

7. 10. sz. 78-86. o.

21st Century School Education (Development and Coordination) 2nd PhaseTÁMOP-3.1.1-11/1-2012-0001

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