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 2010After 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 : 21st Century Education: Development, coordination Hungarian 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 Good practice ‘A’ Good practice ‘B’ Good practice ‘C’ Good practice ‘D’

The definitions of good practice The difference: Where does good practice work? The area determines the substance of good practice. In the classroom In the school In few schools In a lot of schools

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 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 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 ( ) 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

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