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LLP Comenius Multilateral Partnerships
Education – a journey in time
INTERNATIONAL PROJECT MEETING in Budapest, Hungary1 – 8 February 2011
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EDUCATIONAL PATTERNS
Tradition and innovation
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I. Tradition: educational policy
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Maria Theresa (1740-1780)
only female ruler of the Habsburg dominions
financial and educational reforms
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Enlightenment
Enlightened absolutism is a form of absolute monarchy in which rulers were influenced by the enlightenment.
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Ratio Educationis
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Ratio Educationis - 1777• enlightenment: emphasis upon
rationality• religious toleration, freedom of speech
and the press, and the right to hold private property
• education was national interest• before 1777: church after 1777:
centralization• school age: 6-12• basic skills: reading, writing, counting• language of education: Latin• subjects: History, Geography, Natural
History, Basic Economics, German language no Hungarian
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Joseph II (1780-1790)
eldest son of Maria Theresa compulsory elementary education tuition fee in universities scholarship for poor students schools for religious minorities subjects taught in German
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1849-1919
1844: Hungarian became the language of education
primary education for girls After the 1848-1849 Revolution and
War of Independence the government tried to extend its control over education.
German became compulsory national textbooks banned
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Baron Joseph Eötvös- Minister of Religion and Education
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National Schools Act
compulsory education for ages 6 to 12
parents had to pay penalty in case of breaking this act
obligatory language: Hungarian first Hungarian secondary
school for girls
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Count Kuno von Klebelsberg
Hungarian Minister
of Interior, later
Minister of Culture
of Hungary
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Count Kuno von Klebelsberg
Educational reforms:
elementary schools in
the country modernization of universities Collegium
Hungaricum abroad progressive policy
on scholarships for university
students
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1949-1990
situation of education changed radically because of the invasion by the Soviet Union
every field of education controlled policy determined by the
government 8-year-long elementary schools Russian language is compulsory other foreign languages restricted no religious education practical training stressed
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Change of the regime - 1989
Act of Education (1993) right to study more independence from the state formed on the basis of Anglo-Saxon
patterns learning Russian isn’t compulsory
any more wide range of foreign languages right proportion between arts and
science subjects school age: 6-18 skill development, life-long learning
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II. Tradition and innovation:
working methods
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What did pedagogy mean before and after the 20th
century?
identified what a human being should become through education
what values and what knowledge they should acquire
but did not take the child’s physical and psychological characteristics into consideration
new schools child-centred let the children develop their
skills children working at their own
pace minimal supervision of the
teacher
Before 1900
1900
After 1900
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Traditional approach to teaching
authoritarian principles discipline, students’ obedience is
very important teacher’s strict control
emphasis on factual knowledge, not individual skills
everybody has to learn the same and is expected to meet identical requirements
less students could get into higher education than nowadays but specialists obtained a more global and profound knowledge
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Primary school class in a village, 1960s
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Liberal approach
from the 1990s, the focus of attention is shifted on the personality and the skills of the student
roots: reform pedagogical innovations, new results of developmental and humanistic psychology
basic principle: students should concentrate on those areas of their studies that they are good at
feeling of success, personality development and self-actualization in the centre
very permissive
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Personality development in the centre
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Competence-based education
basic principle in public education today: to improve skills (= key competences) through giving knowledge that is useful in everyday life
a combination of both authoritarian and liberal views
students are expected to suit some standard requirements but individual differences are taken into account
absolutely student-centred aim: to educate people who are self-
conscious and can manage their lives
efficiently
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Working methods in the competence-based classroom
Four basic types:
frontal work group work pair work individual
work
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Frontal work
it is a method that has the same aims, ways and tempo for everybody
roots: authoritarian approach guided by the teacher, who is in a
dominant role students are relatively passive
teacher lectures, students listen sitting in silence
assumption that students are similar in its basic form, no differentiation is
possible
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Frontal work in the modern classroom
possible problems: not enough feedback
to the teacher whether the students understand
there are always people who are not able to follow the teacher
if used exclusively: frontal work
stabilizes individual differences
low academic achievement cannot be improved
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Efficient frontal work
students can ask questions
they can give feedback
they are allowed to express their opinions
they can start discussions
two-way communication
teacher – student interaction
student – student interaction
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Group work cooperative activity of 3-6 students
working on the same task takes individual differences into
account students in a group must be able to
accept each other ways of grouping: groups can be formed spontaneously (rarely effective) group members are picked based on
sympathy (they might not concentrate on the
task) teacher puts students into groups,
often according to their levels of knowledge
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Advantages and disadvantages of group
workAdvantages:
social skills are improved students learn to
cooperate students learn to solve
problems, conflicts ideally, students
experience that they are equally responsible for doing the task and they set standards to each other
Disadvantages:
only 1-2 people are working on the task and the others are passive
teacher’s constant monitoring is needed
assessment is problematic: individual participation or only the „final result” should be considered?
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Pair work
very similar to group work except that only two people are working together on the same task
cooperation is essential, pairs are usually formed based on sympathy
2 types: 1. classic pair work, the students
are on similar or the same levels 2. one student is much better at
the given subject or topic; he or she is
helping, tutoring the other student
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Individual work
students may work individually in frontal arrangement but then everyone has the same task
usually individual work means that each person is given a task devised especially for him or her
maximum attention is paid to individual differences
individual work is not really possible in public education (classes / groups are too large)
instead: private lessons or e.g. learning to play a musical instrument is typically individual
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Ideal class: all four working methods are used by the teacher
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III. Innovation: alternativity
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Two remarkable school experiments in Budapestin the 1910s
New School (1915-1949)
• Mrs László Domokos
• girls’ school
• age 6-18
• meeting the requirements of physical and emotional development of the child
• creation and getting knowledge through intuition
• encouraging students to work individually
Family School (1915-1943) • Márta Nemes • coeducational • age 6-10 • play as you work and
work while playing • flexibility in planning
curricula • decreasing teachers’
authoritative role • making school the natural
’habitat’ for the child
László Nagy, the forerunner of child psychology
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The two most influential foreign educational trends in Hungary before
1945
The Montessori Method
Maria Montessori
• Erzsébet Burchard (teacher)
• 1927: first kindergarten with 27 children in her parents’ house
• 1928: first school with 4 classes, 24-28 students each
The Waldorf Method
Rudolf Steiner
• Mária Göllner (anthroposophist)
• 1926: first Waldorf school outside Germany
• 20 students up to the age of 14
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The Montessori Method
teacher: supporter teacher – student relationship
based on mutual trust no competition students encouraged to ask few compulsory lessons all tools available for everyone closed in 1941 as a result of the
Word War II
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The Waldorf Method emphasis on artistic education taught subjects in blocks (120 minute
long session in the morning with the same subject)
afternoons: gardening, playing outside
parents visit the school regularly no course books no failing; support classes for
children lagging behind problem: Hungarian cultural values
overshadowed closed in 1933 with the Nazi regime
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The first Waldorf school building
Laying the foundation stone of the first Waldorf school in Hungary
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Alternativity in education after 1945
Hungarian innovations New School Family School
Adaptations of foreign trends Waldorf Montessori
1900 1945 1970s 1985
Alternativity in education
Turning point in educati-onal policy
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Education Act /Education Amendment Act
(1985 / 1990)new interest in alternative
education
Waldorf Schools first Waldorf School in Solymár, 1989 first school established by citizens
Montessori Schools first Montessori school in Central Europe (Csepel)
Rogers Schools first school started its work in 1990, in Budapest
Freinet Schools forerunner of Hungarian alternative school movements in the ‘70s first school: end of the 1980s
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Waldorf: „I experience what others just read, learn and are tested on”
kindergartens 12-year-long curriculum in
schools extra year for GCSE
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Montessori: „help me do it on my own”
kindergartens 6-year-long
primary schools 6-year-long
secondary education with GCSE
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Rogers: „acquiring knowledge is not a must but a source of satisfaction”
kindergartens primary and secondary education
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Freinet: „educate to life through living life and work – being close to nature”
kindergartens
primary and secondary education
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Today:
from Montessori, Waldorf, Freinet and Rogers, only Waldorf became popular in Hungary
Today there are 40 Waldorf kindergartens 26 Waldorf schools 12 of which have
secondary classes 11 function as primary
classes 3 have only junior classes
2%
98%
Hungarian schools
alter-native schoolstate-ap-proved curricu-lum
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Other alternative schools
alternativity appears not only in basic education
there are secondary trade schools and secondary grammar schools that work with alternative methods
Alternative Secondary School of Economics
institutions for special needs and those that support underprivileged children e.g.: Burattino
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Pedagogical concepts developed by Hungarians
1945: Kodály’s ideas in public schools
1950: first music primary schools
within the next decade – a 100 more music primary schools opened
Reform of music teaching in Hungary
a world-famous method developed by Zoltán Kodály
used since 1945 in Hungary and later all over the world
1935: long-term project to reform music teaching
new curriculum and teaching methods new musical compositions for children
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International success of Kodály’s method
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Zsolnai Method – art and science
1971: József Zsolnai started to work on a new pedagogical methodology system called NYIK (Language, Literature and Communication Programme) for primary schools NYIK has been in the National Curriculum since 1984 (as a program in grades 1-4) affects only teaching reading, writing, grammar and
composition skills and ability development in a complex way it is emphasised WHY we read, write and speak reading comprehension as the starting point of
individual learning verbal activities (pronunciation, reciting, story telling ) authentic materials
József Zsolnai (1935 -12 January 2011)
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NYIK ÉKP (Value Transmitting and Ability Development
Program )
concerns not only particular subjects but the whole school
get acquainted with culture as a complex
1995-96: the number of these schools were the highest – 104
it’s 25 in 2009-2010 (6 of which operate as secondary schools )
internationally applied method nowadays
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THANK YOU FOR YOUR ATTENTION
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Enjoy your stay
in Hungary!