hungarian education system

Hungarian Education

2009.11.27. Agnes N. Toth UNISA 1

Hungarian Education System

95% of (2800) schools is supported by the local autonomy/majority;

Nr. of teachers= 160.000; students= 1.000.000;


Clarification of denomination ina) education science


Clarification of denomination ina) education science

Pedagogy/

Educational science

Didactic

(Science of the teaching)Education

(Science of

behavior development )

Cybernetic

Psychology

History


theory practicetheory practice

Sociology

Phylosophy

Psychology

Lingvistic

Clarification of denomination in


inb) mainstream schools’

typology

SECONDARY Ed.

14- 18/ 12- 18/ 10-18 y

HIGHER Ed.

18- 22/18-23/ 18- 24y


PRIMARY Ed.

6- 14 y

14- 18/ 12- 18/ 10-18 y

Elementary schools

Lower secondary schools

Historical overview

Before political (economic and social) system changing in 1989 -central directory without independence

• education compulsory from the age of 6 to 16y; • central curricula since 1972 & 1978; • one type book for each subject


• one type book for each subject• obligation in teching methodology; •…..in the coice of teaching tools; •…..in subjects’ types & names ; •…..in timing ; •…..in teaching materials – teching topics; • uniform -usage in the schools for teachers and students as well• efficiancy checking in education by a regional team which had

one member in every subject (school- inspector)

Current system since 1993


since 1993

Legislation in education

In the 1990s 2000s the education system in Hungary was restructured – Longer or shorter schooling (Compulsory until 18y/20y)– Number of special (separated) schools was decreased– A new National (Basic) Curriculum was introduced with ten


– A new National (Basic) Curriculum was introduced with ten scientifical fields in 1998

– New school-books were appeared (!! new system for evaluating school- books)

– Teachers’ professional independence has been allowed– Schools’ economical and professional independence has been

allowed– Smaller schools were closed or integrated (2005)& 20.000

teacher put unemployment– Techer- education system was reformed by the declaration of

Bologna

Ed. System in the past


Scientific qualification

1. Dr of university Ph. D.

DR of LAWDR of MEDICIN…Dr of..bla bla

Before 1993 After 1993


2. Candidatury3. Dr of Science

Ph. D.

Dr of Science

Habilitated into Science

Habilitated into Science

Clarification of denomination in

c) typology of disabilities


Chronology of

spec. Ed.


1. Medical model of special education since 1890 until 1993

2. Pedagogical model was introduced in 1993

Mile stones in the legislation

• 1985- schools’ name was changed• 1993- integration has been introduced and

allowed for every school regarding to the OECD provideness

• 1996- nr. of grades in a special class were


• 1996- nr. of grades in a special class were reduced in the last two grades (7th & 8th)

• 2003- inclusive education has been taken to obligation (except heavydisabled children)

• 2005- new National (basic) Curricula for SEN- IEP (Individual Education Plan)

• 2006- nr. of special schools was reduced and their profile was reformed (EGYMI = local methodical centres of inclusive education)

Temporarly

HeavyMild

� Broken arm/leg etc.

� flu

� Family problems

� Death in the tight family

� Staying in a hospital in order to being operated

2009.11.27. Agnes N. Toth UNISA 16Permanently

� Mild learning difficulties (dyslexia; dysgraphia…)

� Mild sensory organs’ difficulties (hearing disorders; seeing disorders)

� Heavy learning disability

� Heavy mentally disability

(down syndrome)

� Deafness (hearing impairment)

� Blindness (seeing impairment)

SPECIAL EDUCATIONAL NEEDS

• Somato-• Senso-• Learning-• Speaking-• Mentally-• Disorders in the personality- development or psycho-


• Disorders in the personality- development or psycho-development which can be traceable for organic causes!!!!

• Autism• Cumulated disorders

Kognitive disfunctions


mentally disabilities

IQ 50-25

learning disabilities

IQ 50-70

Learning traubles (15% of the children population)

Learning difficulties & disorders (10-12 %) Learning disabilities (2- 2,5%)

temporarly permanently permanently & general

Learning difficulty Learning disorder Learning handicap

Slow learners; Dyslexia Perception problems


Slow learners;

Low efficiency in learning;

Incorrect learning methodology;

Incorrect learning practices/habits

Dyslexia

Dysgraphia

Dyscalculia

Hyperactivity

Social skills problem

Perception problems

Motoric problems

Communication problem

Cognitive function problem

Mainstream teachers’ competences Special teachers’ competences

School system for children with special needs

Lower/upper secondary schools

Special secondary technical schools

10- 14 y

14- 18 y


Elementary schools

Kindergarten 3- 6 y

6- 10 y

Disabled childrens’ way in the school system

• Pre- or elementary chool teachers’ competences• Advisory team in every town & city• Special board in each region & Budapest• Local majority’s responsibility


• Local majority’s responsibility• Head masters’ competences• Parents’ competences

Process of the special schooling

1. Pre- or elementary school teachers’ notices2. Diagnosys from an Advisory board (SENb)3. Diagnosys from a Special board (SENa)4. Parents’ agreement


4. Parents’ agreement5. School choosing6. Placement

Dilemmas in the special schooling

• Quality of the professional conditions (nr. of special teachers)

• Mainstream teachers’ positive attitudes towards SEN


towards SEN• Economical difficulties of the schools

(SENa; SENb)• Parents disagreement

„Single teacher” model„Single teacher” model„Single teacher” model„Single teacher” model„Single teacher” model„Single teacher” model„Single teacher” model„Single teacher” model

• There is no special teacher in a lesson in a class room

• IEP is made by a special teacher based on the diagnosys

2009.11.27.2009.11.27. Agnes N. Toth UNISAAgnes N. Toth UNISA 2424

• IEP is made by a special teacher based on the diagnosys of a special team

• IEP is realised in separated time- frame and class room

• The special teacher is a full- rights participant of the teaching team activity (process planning or efficiency evaluation)

„Team„Team-- teaching” modelteaching” model

�� There is a special teacher on a lesson in a class roomThere is a special teacher on a lesson in a class room

�� IEP is made by a special teacher based on the IEP is made by a special teacher based on the diagnosys of a special boarddiagnosys of a special board

IEP is realised during the lessons in the same class IEP is realised during the lessons in the same class


�� IEP is realised during the lessons in the same class IEP is realised during the lessons in the same class room with mainstream childrenroom with mainstream children

�� The special teacher is a fullThe special teacher is a full-- rights participant of the rights participant of the teaching team activity (process planning or efficiency teaching team activity (process planning or efficiency evaluation)evaluation)

Down Down inclusioninclusionDown Down inclusioninclusion


How do NOT to doHow do NOT to do……


HowHow dodo NOT NOT toto dodo…(2)…(2)

MathsMaths lessonlessoninin an ‘an ‘inclusiveinclusive’ ’ classclass-- has has beenbeenrecordedrecorded ininMathsMaths lessonlessoninin an ‘an ‘inclusiveinclusive’ ’ classclass-- has has beenbeenrecordedrecorded inin2007 2007 inin HungaryHungary


StrategiesStrategies howhow toto dodo……1. One teach one support – shared activities by goals:

teaching and support (teaching materials are thesame)

2. Team teaching- shared activities by differentteachers: one step for first, second for second(teaching material is the same)

3. Station teaching- shared activities by different


3. Station teaching- shared activities by differentgroups of students (teaching material is the same)

4. Alternative teaching- shared activities by differentsubjects ((teaching materials are NOT the same: forexample mathemetics or grammar)

5. Parallel teaching- sharing activities by differentmethods in the same material

CoCo TeachingTeaching StrategiesStrategies


hungarian education system

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