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School improvment in public education Case of Hungary Tibor Baráth University of Szeged Hungarian-Netherlands School of Educational Management director. Draft of the content. Brief information about the Hungarian educational system School improvement Legislation (as background)

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  1. School improvment in public educationCase of HungaryTiborBaráth University of SzegedHungarian-Netherlands School of Educational Managementdirector

  2. Draft of the content • Brief information about the Hungarian educational system • School improvement • Legislation (as background) • Aims and content of the improvements • Implementation • Effects of the certain school improvement • Conclusions, questions, possibilities School improvement in Hungary

  3. Characteristic of the educational administration • Shared responibility for the education (horizontal and vertical) • At the regional (county) and local levels, the educational administration is integrated into the general system of public administration; in other words there is no organizationally separate educational administration • The local and regional level of public administration (including educational administration) is based on the system of local governments, thus it is under the control of politically autonomous, elected bodies, and the government cannot issue direct orders to the local governments School improvement in Hungary

  4. Characteristic of the educational administration • The role of the regional level is quite weak, while the scope of responsibilities at the local level is fairly wide • The number of local authorities (local governments) is very high, while their average size is small • Strong local and institutional level • Maintainers bear the responsibility to run and evaluate their institutes • School are autonomus, decide about their programme and work rules School improvement in Hungary

  5. Schooling in Hungary • Education is compulsory between the age of students 6-18 • School structure • Primary school (including elementary and lower secondary education, ISCED 1-2): 8 grades (6-14) • General secondary education: • 8 grades secondary school • 6 grades secondary school • 4 grades secondary school School improvement in Hungary

  6. Schooling in Hungary • Vocational education • 4 grades vocational training school (lower vocational education) • 4 grades vocational secondary education • Equity problem • Contradictionary processes • Wide offer, hard orientation • Grate differences in any aspects of schooling School improvement in Hungary

  7. Stages of autonomy and compatition in education • 1980 and before: formally uniform schools • Arising competition among schools • After 1985: differ from each other is value – competition of promise • After 1993: schools were obliged by the PEL to develop their pedagogical programme – competition of programmes • After 2000: clients needs became more improtant – competition of quality School improvement in Hungary

  8. Increasing autonomy in a monolithic society • PEL 1985: regulation of administration • Schools got the right to decide about their working rules • Techers can decide about the method and content of teaching in the frame of the central currucula • Schools and their teachers can start research and development programmes School improvement in Hungary

  9. Increasing autonomy in a monolithic society • Aims, content, implementation • Improvement without central programmes • Found for Improvement Public Education • Application aimed at content development of education • Strict expectations towards the applicants, serious rescources, less controll and week accountability School improvement in Hungary

  10. Increasing autonomy in a monolithic society • Effects • Rapidly arising number of applications • Dinamycally increasing knowledge how to apply • Flowering innovation without any controll of realisation with great differences regarding the quality • Islands of new way of thinking regarding schooling School improvement in Hungary

  11. Increasing autonomy in a plural society • Legal aspect • Serious debate about the need of a new PEL, and its strategy • Prescribe the tasks, responsibility, etc. • Define the frame of the eduactional area, where the interest group will play • Week agreement about the new law • The most important: the freedom • Content • Different, changing highlits • Effect • Unruled processes, change of the school structure, increasing differences School improvement in Hungary

  12. Focus of school improvement – role of the politics • Changing focus of school improvement • Content • Organisation • Method • Changing idea of content regaulation of education • 1995: National core curriculum and local curriculum • 2001: Introducment of the compulsory Frame curriculum • 2002: cancel of compulsory use of Frame curriculum School improvement in Hungary

  13. Focus of school improvement – role of the politics • Consequencies • Long term unstability of regulation • Periodically changing priorities of improvement of education, as a consequnece of this – changing priorities of school improvement • Teaching staffs: waiting out the next change, conformity School improvement in Hungary

  14. Pedagogical programme as school improvement • Pedagogical programme in the PEL • Aims of the school • Local curriculum based on the NCC • Number of lesson/subjects • Teaching aims, evaluation criteria and forms • Teaching content for minorities • Special programme for disadvanteged and talented • Vocational training programme School improvement in Hungary

  15. Pedagogical programme as school improvement • Aims and content of the improvement • Helping school to be fit to the local needs • Providing school great professional autonomy, making them responsible for their work • Encourage schools to develop themselves • Modernize the content of education in harmony with the NCC School improvement in Hungary

  16. Pedagogical programme as school improvement • Implementation • Activities of the educational administration • Lack of enough sources and support • Sample curricula for schools • In-service training • Unharmonized support system – low effecteveness • Soros Fundation – Self-improving School Project • 3x1 week training programmes for school teams • Aimed strong effect on school organization • Helping them to develop their PP School improvement in Hungary

  17. Pedagogical programme as school improvement • Effects on content and organization • State support: • Great differences in the developement work • Formal correspondance real development • New perspectives, increasing differences • Partly renewed local curricula • Very different effect on the level of change and improvement School improvement in Hungary

  18. Pedagogical programme as school improvement • Effects • Soros project: • Production of the PP • Changing school culture • The adventure of the common work • Foundation of a new assoicitation • Long term co-operation among the schools • Continuous development and effect on the system School improvement in Hungary

  19. Quality improvement – Comenius 2000 project2000-2004 • Legal aspect • No legal obligation • Centrally developed modells • Application for schools and advisors • Strict process controll • Aimed at using the modell nation wide • Reach the legal regaulation of quality improvement in education School improvement in Hungary

  20. Quality improvement – Comenius 2000 project Models of Comenius 2000 • Model 1: Partner-focused operation • Model 2: Quality management system (implementation and application of total quality management) • Model 3: Multiplication School improvement in Hungary

  21. The structure of the quality programme School improvement in Hungary

  22. Institutional Model 1- Partner-focused operation • Open evaluation • What do we think about ourselves? • What do we think,what is our clients’ opinion about us? • Needs, satisfaction and dissatisfaction of partners • Results compared with aims of the school • Result of the model: Self-evaluation • Defined fields, methods, instruments, frequency School improvement in Hungary

  23. Logical flowchart of the Institutional Model1 0. Open self-assessment 9. Controlled self-assessment 8. Preparation and implementation of plan of corrective actions 1. Identification of the interested parties 7. Analysis of the implementation of action plans 2. Survey of the demands and satisfaction of the interested parties 6. Implementation of action plans 3. Analysis of the demands 5. Preparation of action plans 4. Definition of the aimsand priorities School improvement in Hungary PLAN DO CHECK ACT

  24. Institutional Model 2 - QMS • Organisation skills for continuous development (double loop learning, towards the learning organisation) • Development of organisational culture • Process description, regulation and development School improvement in Hungary

  25. Elements of the Instituional Model 2 • Responsibility and commitment of the management • Management partnerships • Human resources • Other resources • Operation of the institution • Safe institution • Education and instruction • Measurement, analysis and corrective actions School improvement in Hungary

  26. Institutional Model 3 – Multiplicator • Institutes become able to: • Share their knoledge with others – dissemination of the results, achievements of the quality improvement • Provide support for others to develop their own system – spreading the best practices • It can lead to act as a learning organisation School improvement in Hungary

  27. Particiaption in Comenius 2000 • Number of schools and nurseres: • Model 1: 700+1100 • Model 2: 144 • Number of accredeted consultants • Consultants 513 • Organisation: 43 (425 consultants) • Independent consultant: 88 School improvement in Hungary

  28. Effect of the Comenius 2000 • Schools act more client centrered way, take care of their needs, investigate their satisfaction • Developed knowledge and capacity in the field of quality management, specially regarding the evaluation (the role of evidence) • Improving organisational culture • PEQA model School improvement in Hungary

  29. Public Education Quality Award • Concept • Award concept was based on the EFQM Excellence Model • Award categories • Award for partner-focused operation • Award for excellence • Selection and ranking • Olimpic model (gold, silver and bronze award) • Award to the best 10 (inlcuding the „olimpic awards”) in each category School improvement in Hungary

  30. RESULTS500 scores ENABLERS500 scores Leadership Human Resources Processes Employee Results Key Performance Results Strategy (Long-Term Institutional Planning) Direct Partners’ Results Innovation and Learning Indirect Partnerships and Resources Society Results THE PEQA MODEL School improvement in Hungary

  31. School improvement programme for vocational traning schools 2003-2006 • Basic challenges faced by vocational schools • Needs of the economy • Lack of prestige of skilled workers • Difficulties of changing professions • Failures in studies • Social disadvantages • Lack of motivation • High dropout and failure rates School improvement in Hungary

  32. OVERALL COMPONENTS Component “A” General knowledge and professional foundation Component “B” Vocational training methodology Component “C” Reintegration of the disadvantaged Component “D” Self-improvement and quality improvement for schools THEMATIC PROJECTS Foreign language Vocational schoolassessment-evaluation Vocational school career guidance Information technology in the vocational school Support sector Tenders Conferences Monitoring and related research PR Organisationandadministration School improvement in Hungary

  33. Key elements of the programComponent „A” (Grades 9-10) • Development of curriculum according to different areas of knowledge • Methodology development, continuing training • Development of tools School improvement in Hungary

  34. Component „B” (Grades 11-12, maybe grade 13) • Development of curriculum (vocational and exam requirements, centralised programs, aids for students and teachers, etc.) • Develop the professional and methodology knowledge of teachers (theory) and practical trainers, efficient demonstration of competences required for vocational qualification • Improve objective conditions of vocational training School improvement in Hungary

  35. Component „C” (Mainstreaming of the underprivileged) • Develop the program of a one-year catch-up program for youthsbeyond the compulsory school age, without any basic certifivate ofeducation • Modify the requirements pertaining to the admission level for vocational training • Basic and continuing training for teachers with socio-pedagogical support School improvement in Hungary

  36. Component “D” – Self-improvement in school and quality improvement program • Prepare school management for: • performing the management and supervisory functions in a modern vocational institution, and mastering the tasks that emerge in the course ofteaching students who require special pedagogical methods, • using self-assessment and quality improvement in attaining their objectives and in promoting the development of the school. School improvement in Hungary

  37. Thematic projects(related to the objectives of the various components) • Assessment &Evaluation • Career Orientation • Foreign Languages (English and German) • Information Technology School improvement in Hungary

  38. Self-assessment in vocational education (Componenet „D2”) • Purpose of self-assessment • Identify the strengths and weaknesses of the organisation, • Select main areas within the organisation to be improved, • Determine the direction of improvement and further developments based on benchmarking against other organisations’ performances. School improvement in Hungary

  39. Purpose of self-assessment in vocational schools • Assess the overall work and achievement of the institution, • Centralise thedifferent institutional assessments, • Evaluate the efficacy of the methods, • Analyse the progress achieved over time, • Compare the performance and achievement of the institution against those of similar institutions. School improvement in Hungary

  40. Self-assessment model for vocational schools • Provides a complex methodological tool for the improvement of the institution, • Takes account of the specialisation of the vocational schools, ensuring gradual implementation, • Places education and training activities in the focal point of self-assessment, • If applied comprehensively, it is compatible with the sectoral self-assessment modelKMD. School improvement in Hungary

  41. Self-assessment model for vocational education based on KMD APTITUDES ACHIEVEMENTS Human Achievements by staff resources Key- Direct achievments by partners results Management Strategy Processes Impact of Resources society INNOVATION andLEARNING School improvement in Hungary

  42. Levels of implementation of the self-assessment model in vocational schools • The basis for the model is identical on all three levels. • The three phases also represent three levels of extension : separate self-assessment tools on each level. 3. Qualification level Cca.100% 2. Development level Cca.70% 1. Status assess-ment level Cca. 45% School improvement in Hungary

  43. Expected effect of the project • Increasing knowledge and labour market value of career-starters • Professionalisation of school management, preparation for the challenge of EU membership • Increasing motivation to learn among students, help them to be prepared for the life long learning • Improvement of teaching methods as a consequence of in.service training of techers • More equipped vocational schools School improvement in Hungary

  44. National Development Plan and improvement of education • For the utilisation of the support provided by the Structural Funds, Hungary has carried out the National Development Plan (NDP). • The overall aim of the NDP is to reduce the difference of the income as compared to the average of the EU. In order to achieve this, the strategy has set out to improve the competitiveness of the economy, to better the utilisation of human resources, to improve the environment and to promote balanced regional development. • The implementation of the strategy takes place in the framework of five operative programmes. School improvement in Hungary

  45. Human Resources Development Operative Programme(public education) • For integration of students with special educational needs (HRDOP 2.1.2) • Equal opportunities for socially disadvantaged students (HRDOP 2.1.3) • Support of extracurricular activities serving as models (HRDOP 2.1.4) • Establishment of Regional School and Kindergarten Development Centres (HRDOP 3.1.2) • Establishment of Regional Centres for Integrated Vocational Training (HRDOP 3.2.2, HRDOP 4.1.1.) School improvement in Hungary

  46. Human Resources Development Operative Programme(public education) • Process • Centrally developed programmes and services: curriculum, teaching material, method, modell, etc. • Open application for schools, maintainers, others and their consortiums depending on the concrete application • In-service training for the participants • Consultancy School improvement in Hungary

  47. Human Resources Development Operative Programme(public education) • Expected results • Significant effect on the teaching paradigm, methods, applied tools and materials in schools, as a consequence of it, contribution to renewal of the teaching profession. • Reduce the social differences among groups of people and (small) regions. • Getting closer the schools and the requirements of the labour market. School improvement in Hungary

  48. A peace of advice for the journay… “Hardness doesn’t concealed in shaping new idea, but get rid of the old ones.” John Maynard Keynes economist School improvement in Hungary

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