National Institute for Public Education

Budapest - Hungary

As a research and development institute, founded in 1990 by the Ministry of Education.

Its portfolio consists of various activities, related to this goal, which can be grouped under three major themes:

(1) policy oriented research (for evidenced based policy), (2) program and curriculum development, and (3) communication.

The first years of the National Development Plan is a period of change for boths system: mainstream schools and specias schools.

We are changing strategies, natonal curriculum, teaching methods and attitudes….

…a pilot program for vocational schools, and special vocational schools

Surface Approach

• Focus on the key competences and curriculum development

• Focus on the special schools, the integration schools and partnerships

• Focus on the participation of teachers, pupils, parents, schools

Social competence is the ability to act properly and effectively in social

situations

1. We gethered and described a more concrete image of the categories of social competence

2. Identified some categories of the behaviour.3. Identified the primarily connected to knowledge, skills or

attitudes.4. Described categories – 6.5. Described orientation on categories of behaviour6. Determined goals, make choice and agreement on practise (how,

when) 7. Collected evidence (picture, a short piece form the paper, a tape,

a report – in the portfolio…).8. Evaluate: practise, evidence, goals achieved…

…. And now we would like to start a pilot program and gettering reflections, and make a final version of the system….,

Introductory phase

Levels of competences

Knowledge SkillsAttitudes

1. Jóska often disagrees with classmates. Atrhough the diagreements seldom ends in a fight. Jóska listens to the arguments of the others and doesn’t become quickly angry. If the others becomes angry, he achieves to prevent a fight.

That is a category of social competences: Can handle a fight Jóska invents a solution to solve the fight – he has knowledge, he has skills, he has attitudes.

2. Judit visits her friends for the first time. In the room are all unknown people. She looks for an empty chair and sits down.

That category is: Present yourself Judit can’t talks about her experiences, becouse she has’nt knowledge …….…

We tried to indentify

categories of social

competences….

When pupils1. Act and work together Sticks to an agreement Considers and consults Shares experiences

2. Perform task Doesn’t give up when a task insn’t immediatly successful.

3. Present yourself Presents a subject in the group, Talks about his or her experiences…

When pupils…

4. Make a choise Thinks before he/she makes a decision, or wants something..

5. Stand for yourself Says no, as he doesn’t want something…..

6. Can handle a fight Invents a solution to solve the fight (megoldást talál, meghallgat

mást, ha mérges), Apoligized when behaved unkind…

… from A to D

A (never shows the behaviour)

B (shows behaviour rarely, only in inviting situations)

C (shows bahaviour sometimes, but less then peers)

D (shows behaviour regular (or frequently), as often as his peers) – that is his or her attitude

Teacher (or mentor) and pupil work together:

• They take a gentleman agreement (self assessment)

• Determine goals, make choice and agreement on practise (how, when) and collecting evidence

• Practise the behaviour

• Evaluate practising

My Strengs and Areas to improveTraits:Name:Date:

My opinionMy Strengs are………………….What I think I need to work on is…………………..

My teacher’s and Classmate’s opinionStrenghts include……………………..Work on……………………….

My planWhat I will do now is…………………Next time I’ll ask for feedback form………………..

In September we will start the pilot program includes:

In-service training program for teachers, mentors, school-leaders and supportersA compilation of works, a file of evidences (photos)Grow in development will be documented in competences

Reflection by pupil is an essential part of portfolio

Reference books, task sheets, lists of tasks activity systems - they are being developed by teachers’ staffs of inclusive institutions in co-operation with special teachers of special institutions.

collecting reflections

Making corrections and adapting the original program

Reseaurce to standars

Script for innovation and implementation

Our partnersEducational policy experts who have a role in preparing legislation, guidelines

and development plans, administration, defining the financial and other conditions for special education.

Institutional experts: universities, teacher training colleges, research institutions, general schools, vocational and special vocational schools and other institutions.

Task: to implement the development acivities in practice.

Users and representatives of civil organizations: e.g. trade unions, parents’ associations, associations of the disabled, churches, professional journals, other media, etc.

Task: giving opinions, support, dissemination

There’s an old photograph on the wall of the University in Hungary.

Smiling teachers with moustaches proudly face the camera. The special pedagogy founded by them.

The pictures is more than one hudred years old.

I’d like to make some photos for the futures…..

Thank you for your Thank you for your attention!attention!

kopatakim@oki.hukopatakim@oki.hu

Thank you for your attention

A compilation of works, a file of evidences (photos)

Grow in development will be documented in competences

Learnprocess an career of pupil are central

Pupil is responsibel for own learnprocess

Reflection by pupil is an essential part of portfolio

Compose an portfolio assumes instrucion and coaching by a teacher

Kézikönyv, tréning program, portfólió, képek

Mivel bizonyítja a fejlődést

Reflexió önmagára (kategória, mait jól tud, melyikkel akarod kezdeni, mi változott, mi a dolga)

Kis célok kijelölése – step by step

Beszélgetés