Diversity of Curriculum Implementation Tools in Hungary Jzsef
- Slides: 21
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 programs state led textbook development teacher training, lifelong career program for teachers professional support, inspectorial system
From good praticies to complex educational programs Social Renewal Operative Program (SROP) SROP 3. 1. 1: 21 st Century Education: Development, coordination Hungarian Institute for Educational Research and Development (consortium leader) • 3 rd subproject: Developing Complex Educational Programs – 7 thematic groups – Co-development of programs – Collaboration with schools
The definitions of good practice Good practice ‘A’ Diverse good practice (simple ideas - complex systems) The common denominator: tried out Good practice ‘D’ Good practice ‘B’ Good practice ‘C’ We defined four different categories
The definitions of good practice The difference: Where does good practice work? In the classroom In the school In few schools In a lot of schools 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 EDUCATIONAL PROGRAM mentoring pedagogical concept CPD course assessment, evaluation teachinglearning program MODULES teachinglearning tools
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 statesupported 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 exemplification 1. 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. Supporters The 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 education in 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
Thank you for your attention! kaposi. jozsef@ofi. hu sinka. edit@ofi. hu www. ofi. hu varga. attila@ofi. hu
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