School improvment in public education Case of Hungary Tibor Baráth University of Szeged...

School improvment in public School improvment in public educationeducation

Case of HungaryCase of Hungary TiborTibor Baráth Baráth

University of SzegedUniversity of SzegedHungarian-Netherlands School of Educational ManagementHungarian-Netherlands School of Educational Management

directordirector

04-11-200404-11-2004 School improvement in HungarySchool improvement in Hungary 22

Draft of the contentDraft of the content Brief information about the Hungarian Brief information about the Hungarian

educational systemeducational system School improvementSchool improvement

– Legislation (as background)Legislation (as background)– Aims and content of the improvementsAims and content of the improvements– ImplementationImplementation– Effects of the certain school improvementEffects of the certain school improvement

Conclusions, questions, possibilitiesConclusions, questions, possibilities


Characteristic of the educational Characteristic of the educational administrationadministration

Shared responibility for the education Shared responibility for the education (horizontal and vertical)(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


Characteristic of the educational Characteristic of the educational administrationadministration

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 levelStrong local and institutional level Maintainers bear the responsibility to run Maintainers bear the responsibility to run

and evaluate their institutesand evaluate their institutes School are autonomus, decide about their School are autonomus, decide about their

programme and work rulesprogramme and work rules


Schooling in HungarySchooling in Hungary Education is compulsory between the Education is compulsory between the

age of students 6-18age of students 6-18 School structureSchool structure

– Primary school (including elementary Primary school (including elementary and lower secondary education, ISCED and lower secondary education, ISCED 1-2): 8 grades (6-14)1-2): 8 grades (6-14)

– General secondary education:General secondary education: 8 grades secondary school8 grades secondary school 6 grades secondary school6 grades secondary school 4 grades secondary school4 grades secondary school


Schooling in HungarySchooling in Hungary

– Vocational educationVocational education 4 grades vocational training school (lower 4 grades vocational training school (lower

vocational education)vocational education) 4 grades vocational secondary education4 grades vocational secondary education

Equity problemEquity problem– Contradictionary processesContradictionary processes– Wide offer, hard orientationWide offer, hard orientation– Grate differences in any aspects of Grate differences in any aspects of

schoolingschooling


Stages of autonomy and Stages of autonomy and compatition in educationcompatition in education

1980 and before: formally uniform 1980 and before: formally uniform schoolsschools

Arising competition among schoolsArising competition among schools– After 1985: differ from each other is value – After 1985: differ from each other is value –

competition of promisecompetition of promise– After 1993: schools were obliged by the After 1993: schools were obliged by the

PEL to develop their pedagogical PEL to develop their pedagogical programme – competition of programmesprogramme – competition of programmes

– After 2000: clients needs became more After 2000: clients needs became more improtant – competition of qualityimprotant – competition of quality


Increasing autonomy in a monolithic Increasing autonomy in a monolithic societysociety

PEL 1985: regulation of PEL 1985: regulation of administrationadministration– Schools got the right to decide about Schools got the right to decide about

their working rulestheir working rules– Techers can decide about the method Techers can decide about the method

and content of teaching in the frame of and content of teaching in the frame of the central curruculathe central currucula

– Schools and their teachers can start Schools and their teachers can start research and development programmesresearch and development programmes



Aims, content, implementationAims, content, implementation– Improvement without central Improvement without central

programmesprogrammes– Found for Improvement Public EducationFound for Improvement Public Education– Application aimed at content Application aimed at content

development of educationdevelopment of education– Strict expectations towards the Strict expectations towards the

applicants, serious rescources, less applicants, serious rescources, less controll and week accountabilitycontroll and week accountability



EffectsEffects– Rapidly arising number of applicationsRapidly arising number of applications– Dinamycally increasing knowledge how Dinamycally increasing knowledge how

to applyto apply– Flowering innovation without any Flowering innovation without any

controll of realisation with great controll of realisation with great differences regarding the qualitydifferences regarding the quality

– Islands of new way of thinking regarding Islands of new way of thinking regarding schoolingschooling


Increasing autonomy in a plural Increasing autonomy in a plural societysociety

Legal aspectLegal aspect– Serious debate about the need of a new PEL, and its Serious debate about the need of a new PEL, and its

strategystrategy Prescribe the tasks, responsibility, etc.Prescribe the tasks, responsibility, etc. Define the frame of the eduactional area, where the Define the frame of the eduactional area, where the

interest group will playinterest group will play– Week agreement about the new lawWeek agreement about the new law– The most important: the freedomThe most important: the freedom

ContentContent– Different, changing highlitsDifferent, changing highlits

EffectEffect– Unruled processes, change of the school structure, Unruled processes, change of the school structure,

increasing differencesincreasing differences


Focus of school improvement – role of the Focus of school improvement – role of the politicspolitics

Changing focus of school improvementChanging focus of school improvement– ContentContent– OrganisationOrganisation– MethodMethod

Changing idea of content regaulation of Changing idea of content regaulation of educationeducation– 1995: National core curriculum and local curriculum1995: National core curriculum and local curriculum– 2001: Introducment of the compulsory Frame 2001: Introducment of the compulsory Frame

curriculumcurriculum– 2002: cancel of compulsory use of Frame curriculum2002: cancel of compulsory use of Frame curriculum


Focus of school improvement – role of the Focus of school improvement – role of the politicspolitics

ConsequenciesConsequencies– Long term unstability of regulationLong term unstability of regulation– Periodically changing priorities of Periodically changing priorities of

improvement of education, as a improvement of education, as a consequnece of this – changing priorities consequnece of this – changing priorities of school improvementof school improvement

– Teaching staffs: waiting out the next Teaching staffs: waiting out the next change, conformitychange, conformity


Pedagogical programme as school Pedagogical programme as school improvementimprovement

Pedagogical programme in the PELPedagogical programme in the PEL– Aims of the schoolAims of the school– Local curriculum based on the NCCLocal curriculum based on the NCC

Number of lesson/subjectsNumber of lesson/subjects Teaching aims, evaluation criteria and formsTeaching aims, evaluation criteria and forms Teaching content for minoritiesTeaching content for minorities Special programme for disadvanteged and Special programme for disadvanteged and

talentedtalented Vocational training programmeVocational training programme



Aims and content of the improvementAims and content of the improvement– Helping school to be fit to the local needsHelping school to be fit to the local needs– Providing school great professional Providing school great professional

autonomy, making them responsible for autonomy, making them responsible for their worktheir work

– Encourage schools to develop themselvesEncourage schools to develop themselves– Modernize the content of education in Modernize the content of education in

harmony with the NCCharmony with the NCC



ImplementationImplementation– Activities of the educational administrationActivities of the educational administration

Lack of enough sources and supportLack of enough sources and support Sample curricula for schools Sample curricula for schools In-service trainingIn-service training Unharmonized support system – low effectevenessUnharmonized support system – low effecteveness

– Soros Fundation – Soros Fundation – Self-improving School ProjectSelf-improving School Project 3x1 week training programmes for school teams3x1 week training programmes for school teams Aimed strong effect on school organizationAimed strong effect on school organization Helping them to develop their PPHelping them to develop their PP



Effects on content and organizationEffects on content and organization– State support: State support:

Great differences in the developement workGreat differences in the developement work Formal correspondance real Formal correspondance real

developmentdevelopment New perspectives, increasing differencesNew perspectives, increasing differences Partly renewed local curriculaPartly renewed local curricula Very different effect on the level of change Very different effect on the level of change

and improvementand improvement



EffectsEffects– Soros project:Soros project:

Production of the PPProduction of the PP Changing school cultureChanging school culture The adventure of the common workThe adventure of the common work Foundation of a new assoicitationFoundation of a new assoicitation Long term co-operation among the schoolsLong term co-operation among the schools Continuous development and effect on the Continuous development and effect on the

systemsystem


Quality improvement – Comenius 2000 Quality improvement – Comenius 2000 projectproject

2000-20042000-2004 Legal aspectLegal aspect

– No legal obligationNo legal obligation– Centrally developed modellsCentrally developed modells– Application for schools and advisorsApplication for schools and advisors– Strict process controllStrict process controll– Aimed at using the modell nation wideAimed at using the modell nation wide– Reach the legal regaulation of quality Reach the legal regaulation of quality

improvement in educationimprovement in education


Quality improvement – Comenius 2000 Quality improvement – Comenius 2000 projectproject

Models of Comenius 2000Models of Comenius 2000 Model 1: Model 1: Partner-focused operationPartner-focused operation Model 2: Quality Model 2: Quality managementmanagement

system system (implementation and (implementation and application of total quality application of total quality management)management)

Model 3: MultipModel 3: Multiplicationlication


The structure of the quality programme


Institutional Institutional Model 1Model 1- - Partner-focused Partner-focused operationoperation

Open evaluationOpen evaluation– What do we think about ourselves?What do we think about ourselves?– What do we thinkWhat do we think,, what is what is our clientsour clients’’ opinion opinion

aboutabout us us?? Needs, satisfaction and dissatisfaction of Needs, satisfaction and dissatisfaction of

partnerspartners Results compared with aims of the schoolResults compared with aims of the school Result of the model: Self-evaluationResult of the model: Self-evaluation

– Defined fields, methods, instruments, Defined fields, methods, instruments, frequencyfrequency


0. Open self-assessment

1. Identification of theinterested parties

3. Analysis of the demands

2. Survey of the demands and satisfaction of the interested parties

4. Definition of the aimsand priorities

5. Preparation of action plans

6. Implementation of action plans

7. Analysis of the implementation of action plans

8. Preparation and implementation of plan of corrective actions

9. Controlled self-assessment

PLAN DO CHECK ACT

Logical flowchart of the Institutional Logical flowchart of the Institutional ModelModel 11


Institutional Institutional Model 2Model 2 - QMS - QMS

Organisation skills for continuous Organisation skills for continuous development development ((double loop learning, double loop learning, towards the learning organisationtowards the learning organisation))

Development of organisational Development of organisational cultureculture

Process description, regulation and Process description, regulation and developmentdevelopment


Elements of the Instituional Model Elements of the Instituional Model 22

Responsibility and commitment of the Responsibility and commitment of the management management

Management partnershipsManagement partnerships Human resourcesHuman resources Other resourcesOther resources Operation of the institutionOperation of the institution Safe institutionSafe institution Education and instructionEducation and instruction Measurement, analysis and corrective Measurement, analysis and corrective

actionsactions


Institutional Model 3 – Institutional Model 3 – Multiplicator Multiplicator

Institutes become able to:Institutes become able to:– Share their knoledge with others – Share their knoledge with others –

dissemination of the results, dissemination of the results, achievements of the quality improvementachievements of the quality improvement

– Provide support for others to develop Provide support for others to develop their own system – spreading the best their own system – spreading the best practicespractices

It can lead to act as a learning It can lead to act as a learning organisationorganisation


Particiaption in Comenius 2000Particiaption in Comenius 2000

Number of schools and nurseres:Number of schools and nurseres:– Model 1: 700+1100Model 1: 700+1100– Model 2: 144Model 2: 144

Number of accredeted consultantsNumber of accredeted consultants– Consultants 513Consultants 513– Organisation: 43 (425 consultants)Organisation: 43 (425 consultants)– Independent consultant: 88Independent consultant: 88


Effect of the Comenius 2000Effect of the Comenius 2000 Schools act more client centrered Schools act more client centrered

way, take care of their needs, way, take care of their needs, investigate their satisfactioninvestigate their satisfaction

Developed knowledge and capacity Developed knowledge and capacity in the field of quality management, in the field of quality management, specially regarding the evaluation specially regarding the evaluation (the role of evidence)(the role of evidence)

Improving organisational cultureImproving organisational culture PEQA modelPEQA model


Public Education Quality AwardPublic Education Quality Award ConceptConcept

– Award concept was based on the EFQM Award concept was based on the EFQM Excellence ModelExcellence Model

Award categoriesAward categories– Award for partner-focused operationAward for partner-focused operation– Award for excellenceAward for excellence

Selection and rankingSelection and ranking– Olimpic model (gold, silver and bronze award)Olimpic model (gold, silver and bronze award)– Award to the best 10 (inlcuding the „olimpic Award to the best 10 (inlcuding the „olimpic

awards”) in each categoryawards”) in each category


Leadership Processes

HumanResources

Strategy (Long-Term Institutional Planning)

Indirect Partnerships

and Resources

Key Performance

Results

Employee Results

Direct Partners’ Results

Society Results

ENABLERS 500 scores RESULTS 500 scores

Innovation and Learning

THE PEQA MODEL


School improvement programme for School improvement programme for vocational traning schools 2003-2006vocational traning schools 2003-2006

Basic challenges faced by vocational Basic challenges faced by vocational schoolsschools– Needs of the economyNeeds of the economy– Lack of pLack of prestige of skilled workerrestige of skilled workerss– Difficulties Difficulties ofof changing profession changing professionss– FFailureailuress in studies in studies– SSocial disadvantageocial disadvantagess– Lack of Lack of motivationmotivation– High dropout and failure rateHigh dropout and failure ratess


OVERALL COMPONENTS

Component “A”

General knowledge and professional foundation

Component “B”

Vocational trainingmethodology

Component “C”

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 ConferencesMonitoring and related research

PROrganisation

and administration


Key elements of the programKey elements of the program Component „A” (Component „A” (GGrades 9-10)rades 9-10)

Development of curriculum according to Development of curriculum according to different different areas of areas of knowledgeknowledge

MethodologMethodologyy development, continuing development, continuing trainingtraining

DDevelopment evelopment of tof tooloolss


Component „B” Component „B” ((GGrades 11-12, maybe grade 13rades 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


Component „C” Component „C” ((MainstreamingMainstreaming of the of the underprivileunderprivilegedged))

Develop the program of a one-year catch-up 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


Component Component ““D” –D” – S Self-improvement elf-improvement in sin school chool

and quality improvement programand 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.


Thematic projects(related to the objectives of the various components)

Assessment & Evaluation Career Orientation Foreign Languages (English and

German) Information Technology


Self-assessment in vocational Self-assessment in vocational education education (Componenet „D2”)(Componenet „D2”)

Purpose of self-assessmentPurpose of self-assessment– Identify the strengths and weaknesses Identify the strengths and weaknesses

of the organisation,of the organisation,– SelectSelect main areas within the main areas within the

organisation to be improved,organisation to be improved,– Determine the direction of improvement Determine the direction of improvement

and further developments based on and further developments based on benchmarking against other benchmarking against other organisationsorganisations’’ performances. performances.


PPurpose of self-assessment in urpose of self-assessment in vocational schoolsvocational schools

Assess the overall Assess the overall workwork and and achievemenachievement of the t of the

institution,institution,

CCentralise theentralise the differentdifferent institutional assessments, institutional assessments,

EvaluatEvaluatee the efficacy of the methods, the efficacy of the methods,

Analyse the Analyse the progresprogress achieved over time,s achieved over time,

Compare the performance and Compare the performance and achievementachievement of of

the institution against those the institution against those ofof similar institutions. similar institutions.


SSelfelf-assessment model for vocational -assessment model for vocational schoolsschools

Provides aProvides a complex methodological tool for complex methodological tool for the improvement of the institution,the improvement of the institution,

Takes account of the specialisation of the Takes account of the specialisation of the vocational schools, envocational schools, ensuringsuring gradual gradual implementation,implementation,

Places education and training activities in Places education and training activities in the focal point of self-assessment,the focal point of self-assessment,

If applied If applied comprehensivelycomprehensively, it is compatible , it is compatible with the sectoral self-assessment modelwith the sectoral self-assessment model KMDKMD..


Self-assessment model for vocational Self-assessment model for vocational education based on KMDeducation based on KMD

APTITUDES

ACHIEVEMENTS

Management

Human

resources

Strategy

Resources

Processes

Achievements bystaff

Directachievmentsby partners

Impact of

society

Key-

results

INNOVATIONand LEARNING


LLevels of implementation evels of implementation of theof the self- self-assessment model assessment model inin vocational schools vocational schools

The basThe basisis f foror the the

model is identical on model is identical on

all three levels. all three levels.

The three phases also The three phases also

represent three levels represent three levels

of extension : of extension :

separate self-separate self-

assessment toolassessment toolss on on

each level.each level.

3. Qualification level

Cca.100%

2. Development level

Cca.70%

1. Status assess-ment level

Cca. 45%


Expected effect of the projectExpected effect of the project Increasing knowledge and labour market Increasing knowledge and labour market

value of career-startersvalue of career-starters Professionalisation of school management, Professionalisation of school management,

preparation for the challenge of EU preparation for the challenge of EU membershipmembership

Increasing motivation to learn among Increasing motivation to learn among students, help them to be prepared for the students, help them to be prepared for the life long learninglife long learning

Improvement of teaching methods as a Improvement of teaching methods as a consequence of in.service training of techersconsequence of in.service training of techers

More equipped vocational schoolsMore equipped vocational schools


National Development Plan and National Development Plan and improvement of educationimprovement of education

For the utilisation of the support provided by the For the utilisation of the support provided by the Structural Funds, Hungary has carried out the Structural Funds, Hungary has carried out the National Development Plan (NDP).National Development Plan (NDP).

The overall aim of the NDP is to reduce the The overall aim of the NDP is to reduce the difference of the income as compared to the difference of the income as compared to the average of the EU. In order to achieve this, the average of the EU. In order to achieve this, the strategy has set out to improve the strategy has set out to improve the competitiveness of the economy, to better the competitiveness of the economy, to better the utilisation of human resources, to improve the utilisation of human resources, to improve the environment and to promote balanced regional environment and to promote balanced regional development.development.

The implementation of the strategy takes place in The implementation of the strategy takes place in the framework of the framework of five five operative programmesoperative programmes..


Human Resources Development Operative Human Resources Development Operative

ProgrammeProgramme (public education)(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.)




ProcessProcess– Centrally developed programmes and Centrally developed programmes and

services: curriculum, teaching material, services: curriculum, teaching material, method, modell, etc.method, modell, etc.

– Open application for schools, maintainers, Open application for schools, maintainers, others and their consortiums depending others and their consortiums depending on the concrete applicationon the concrete application

– In-service training for the participantsIn-service training for the participants– Consultancy Consultancy




Expected resultsExpected results– Significant effect on the teaching Significant effect on the teaching

paradigm, methods, applied tools and paradigm, methods, applied tools and materials in schools, as a consequence of materials in schools, as a consequence of it, contribution to renewal of the teaching it, contribution to renewal of the teaching profession.profession.

– Reduce the social differences among Reduce the social differences among groups of people and (small) regions.groups of people and (small) regions.

– Getting closer the schools and the Getting closer the schools and the requirements of the labour market.requirements of the labour market.


A peace of advice for the A peace of advice for the journay…journay…

““Hardness doesn’t concealed Hardness doesn’t concealed in shaping new idea, but get in shaping new idea, but get rid of the old ones.”rid of the old ones.”

John Maynard Keynes economistJohn Maynard Keynes economist

School improvment in public education Case of Hungary Tibor Baráth University of Szeged...

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