the education system of hungary péter bárdy premonstratensian st. norbert secondary school of...
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The education system of Hungary
Péter BárdyPremonstratensian St.
Norbert Secondary School of Gödöllő
21th October 2010
A tradition of more than 1000 years
The first school: Pannonhalma, A.D. 996
• Pannonhalma, A.D. 996• before the XVIII. Century schools were
maintained only by churches• 1777. Ratio educationis – the first educational
law• compulsory education in the public schools
since 1868• free education since 1908• before 1945: 4+8 (first 4 were compulsory)
• after 1945: 8+4 (first 8 were compulsory)
4 years in secondary school or in technical school
• 1948: soviet occupation church schools (50% of all schools) were socialized
The history in a nutshell
• Hungary is one of the leading countries in Nobel Prize Laureates per capita (12 persons)
A tradition of excellence
János Neumannone of the inventors of the first computer, the
ENIAC
János Keményco-developer the first programming language,
the BASIC
Andrew Grove (Gróf)co-founder and former President of INTEL Corp.
Charles Simonyico-developer of Microsoft Windows, Word and
Excelthe first space tourist in the world
Leó Szilárddiscovered the nuclear chain reaction
Jenő Wigner and Ede Tellerco-developers of the first nuclear reactor
Pál Selényico-inventor of the photocopy machine
Oszkár Asbothinventor of the first helicopter
Albert Szent-GyörgyiNobel Prize for his work on Vitamin C
János HarsányiNobel Prize in Economics (game theory)
shared with John Nash („The beautiful mind”)
György OláhNobel Prize in Chemistry
inventor of ledfree gasoline
Nicolas Sarkozy (Sárközy)President of France
82,3%
6,4%11,3%
state schools church schools foundation schools
Division of students according to the maintaining authority
75,8%
17,6%
6,6%
state schools church schools foundation schools
Division of students in secondary general schools according to the
maintaining authority
34,6%
41,6%
23,8%
secondary general schoolssecondary vocational schoolsvocational schools
Division of students in secondary schools according to the type of the
school
59%25%
16%
4+5-year-programmes6-year-programmes8-year-programmes
Division of students in secondary general schools according to the
educational programmes
• Varied educational programmes• 5 primary schools
o 4 maintained by the municipalityo 1 maintained by the church
• 5 secondary schoolso 2 maintained by the municipality
o1 secondary general and 1 vocational school
o 2 maintained by the churcho1 protestant and 1 catholic
o 1 maintained by a foundation (Waldorf)
Education in Gödöllő
• in the form of per capita norms, based on the number of students
• budget: 50% from the state + 50% other source
• schools maintained by local authorotieso 50% other: from local taxes
• schools maintained by churcheso 50% other: also from the state („church
subsidy”)o because churches have no income on their
own
Financing education
• lots of excellent students with outstanding results in international competitions and student olympics
o e.g.: Bálint Wirnhardt, silver medal, IJSO, South Korea
• students in an aveage school have usually lower performance in an international comparision
o see e.g.: PISA
The present situation
• monitoring-type assessment• performance of 15-year-old students• in OECD countries• in every 3 years• three areas of assessment
o mathematicso scienceso reading
The PISA assessment
The PISA assessment
• PISA 2006: Hungary was below average
• 15-year-old students, assessment area: mathematics
491510
504
459474
548
492513
498
547
495480
400420440460480500520540560
HUNGARY
AVERAGE
• performance of 10 and 14 years old students
• in 59 countries, 425.000 students• according to general curricula• two areas of assessment
o mathematicso sciences
o biologyo physicso chemistryo earth sciences
The TIMSS assessment
The TIMSS assessment
• TIMSS: Hungary was above average• 14-year-old students, assessment area:
science
HUNGARY
AVERAGE
• the most important factor is the family background
• school system is also importanto see: PISA, TIMSS, competence assessments
• expensive solutions within the schools are not that important
o e.g.: informatics, equipment, small groups etc.
personality of the TEACHER that really matters
Influences on the school performance
• the acknowledgement of the states of teachers is to be increased
• the share of education in the state budget needs to be increased
• strengthening school communities and religious set of values
• improving the standards of science education
• offering vocational training • promoting the idea of sustainability —
responsible planning of our future
The challenges we have to meet
Pannonhalma – preparing for our future
Budapest. Get Engaged.video by István Madarász
Thank youfor your kind attentions!