Transcript School improvment in public education Case of Hungary Tibor Baráth

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
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– Legislation (as background)
– Aims and content of the improvements
– Implementation
– Effects of the certain school improvement
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Conclusions, questions, possibilities
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Characteristic of the educational administration
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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
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Characteristic of the educational administration
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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
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Schooling in Hungary
Education is compulsory between the age
of students 6-18
 School structure
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– 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
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Schooling in Hungary
– Vocational education
 4 grades vocational training school (lower
vocational education)
 4 grades vocational secondary education
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Equity problem
– Contradictionary processes
– Wide offer, hard orientation
– Grate differences in any aspects of schooling
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Stages of autonomy and compatition in
education
1980 and before: formally uniform schools
 Arising competition among schools
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– 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
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Increasing autonomy in a monolithic society
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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
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Increasing autonomy in a monolithic society
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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
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Increasing autonomy in a monolithic society
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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
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Increasing autonomy in a plural society
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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
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Content
– Different, changing highlits
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Effect
– Unruled processes, change of the school structure, increasing
differences
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Focus of school improvement – role of the politics
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Changing focus of school improvement
– Content
– Organisation
– Method
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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
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Focus of school improvement – role of the politics
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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
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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
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Pedagogical programme as school
improvement
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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
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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
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Pedagogical programme as school
improvement
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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
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Pedagogical programme as school
improvement
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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
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Quality improvement – Comenius 2000 project
2000-2004
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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
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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
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The structure of the quality programme
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Institutional Model 1- Partner-focused operation
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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
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– Defined fields, methods, instruments, frequency
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Logical flowchart of the Institutional Model 1
0. Open self-assessment
9. Controlled self-assessment
8. Preparation and implementation
of plan of corrective actions
7. Analysis of the
implementation of action plans
6. Implementation
of action plans
5. Preparation of action
plans
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PLAN
1. Identification of the
interested parties
2. Survey of the demands and
satisfaction of the interested parties
3. Analysis of the demands
4. Definition of the aims
and priorities
CHECK
DOimprovement in Hungary
School
ACT
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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
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Elements of the Instituional Model 2
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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
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Institutional Model 3 – Multiplicator
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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
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It can lead to act as a learning
organisation
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Particiaption in Comenius 2000
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Number of schools and nurseres:
– Model 1: 700+1100
– Model 2: 144
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Number of accredeted consultants
– Consultants 513
– Organisation: 43 (425 consultants)
– Independent consultant: 88
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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
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Public Education Quality Award
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Concept
– Award concept was based on the EFQM Excellence
Model
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Award categories
– Award for partner-focused operation
– Award for excellence
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Selection and ranking
– Olimpic model (gold, silver and bronze award)
– Award to the best 10 (inlcuding the „olimpic awards”)
in each category
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THE PEQA MODEL
RESULTS 500 scores
ENABLERS 500 scores
Human
Resources
Leadership
Employee
Results
Strategy
Processes
(Long-Term
Institutional Planning)
Direct Partners’
Results
Indirect
Partnerships
and Resources
Key
Performance
Results
Society
Results
Innovation and Learning
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School improvement programme for vocational
traning schools 2003-2006
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Basic challenges faced by vocational schools
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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
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OVERALL COMPONENTS
Component “A”
Component “B”
Component “C”
General knowledge and
professional foundation
Vocational training
methodology
Reintegration of the
disadvantaged
Component “D”
Self-improvement and quality improvement for schools
THEMATIC PROJECTS
Foreign language
Vocational school
assessment-evaluation
Vocational school
career guidance
Information
technology in the
vocational school
Support sector
Tenders
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Conferences
Monitoring and
related research
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Organisation
and
administration
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Key elements of the program
Component „A” (Grades 9-10)
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Development of curriculum according to
different areas of knowledge
 Methodology development, continuing training
 Development of tools
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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
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Component „C”
(Mainstreaming of the underprivileged)
Develop the program of a one-year catchup program for youths beyond the
compulsory school age, without any basic
certifivate of education
 Modify the requirements pertaining to the
admission level for vocational training
 Basic and continuing training for teachers
with socio-pedagogical support
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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 of teaching students who require
special pedagogical methods,
– using self-assessment and quality
improvement in attaining their objectives and
in promoting the development of the school.
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Thematic projects
(related to the objectives of the various components)
Assessment & Evaluation
 Career Orientation
 Foreign Languages (English and German)
 Information Technology
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Self-assessment in vocational education
(Componenet „D2”)
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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.
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Purpose of self-assessment in vocational
schools
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Assess the overall work and achievement of the
institution,
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Centralise the different institutional assessments,
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Evaluate the efficacy of the methods,
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Analyse the progress achieved over time,
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Compare the performance and achievement of the
institution against those of similar institutions.
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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 model KMD.
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Self-assessment model for vocational
education based on KMD
APTITUDES
ACHIEVEMENTS
Human
Achievements by
staff
resources
Management
Strategy
KeyProcesses
Direct
achievments
by partners
results
Impact of
Resources
society
INNOVATION and LEARNING
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Levels of implementation of the self-assessment
model in vocational schools
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The basis for the model
is identical on all three
levels.
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3. Qualification level
The three phases also
Cca.100%
2. Development level
represent three levels of
extension : separate selfassessment tools on
Cca.70%
1. Status assessment level
Cca. 45%
each level.
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Expected effect of the project
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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
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National Development Plan and
improvement of education
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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.
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Human Resources Development Operative
Programme (public education)
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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.)
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Human Resources Development Operative
Programme (public education)
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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
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Human Resources Development Operative
Programme (public education)
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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.
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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
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