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Social and political aspects of education reforms in Hungary

Data publikacji: 31.12.2020

Labor et Educatio, 2020, 8 (2020), s. 125-134

https://doi.org/10.4467/25439561LE.20.010.13001

Autorzy

,
Marianna Marusynets
National Academy of Educational Sciences of Ukraine
https://orcid.org/0000-0001-7366-9328 Orcid
Wszystkie publikacje autora →
Ágnes Király
Hungarian Academy of Sciences, Széchenyi István sqr. 9, 1051 Budapest, Hungary
https://orcid.org/0000-0003-3408-1489 Orcid
Wszystkie publikacje autora →

Tytuły

Social and political aspects of education reforms in Hungary

Abstrakt

The article concentrates on the issue of Hungarian education reforms brought about by radical political changes, in particular, the country’s admittance to the European Union. The paper outlines priorities in educational process transformation, as well as risks emerging in the system of teacher education and lifelong learning. The challenges associated with our times transform the teacher’s consciousness, shifting focus to the mandatory use of information technology, the activation of students’ information mobility, and the detailed analysis of employers’ requirements. The study reveals the Hungarian government’s key activities in relation to the socialization of the Roma minority and other national minorities compactly residing in Ukraine. The research illustrated educational resources used to train teachers at educational institutions to instill tolerance and mutual respect. The 2020s’ are marked by powerful globalization and political factors penetrating all spheres of social life. The dynamic formation of the civilized information society is accompanied by a number of contradictions and conflicts, the strengthening of social ties, and changing living conditions (Réti, 2009), (Vágó and Vass 2006). Despite numerous methodological and conceptual studies, the issues of updating the modern teacher’s training to enable teachers to train and educate students and adequately react to challenges imposed by digitalization remain open. In this respect, the experience of European states that successfully carried out a number of educational reforms is of great scientific interest and deserves to be systematically studied, popularized and introduced into the domestic educational system. One of such countries is Hungary, which borders on Ukraine both territorially and functionally (Transcarpathia is compactly inhabited by Hungarian national minorities). The aim of the article is to substantiate the essence of the key educational reforms in Hungary and to identify the risks and priorities brought about by transformational changes in the country.

Bibliografia

Pobierz bibliografię

Commission of The European Communities (2000). A Memorandum on Lifelong Le­arning. Retrieved from: https://arhiv.acs.si/dokumenti/Memorandum_on_ Lifelong_Learning.pdf (last accessed: 03.09.2020).

Bábosik, I. (2007). Pedagogy and personality development. Budapest: Okker Zrt.

European Union (2007). Conclusions of the Council and of the Representatives of the Governments of the Member States, meeting within the Council of 15 November 2007 on improving the quality of teacher education. Retrieved from: https://op.europa.eu/en/publication-detail/-/publication/6027862c­-6e90-4d92-a355-ff7322cd8044/language-en (last accessed: 03.10.2020).

Official Journal of the European Union (2014). Council conclusions of 20 May 2014 on effective teacher education. Retrieved from: https://eur-lex.europa.eu/ legal-content/EN/TXT/PDF/?uri=CELEX:52014XG0614(05)&from=EN (last accessed: 04.09.2020).

European Commission (2004). Common European Principles for Teacher Competen­ces and Qualifications. Retrieved from: http://www.pef.uni-lj.si/bologna/ dokumenti/eu-common-principles.pdf (last accessed: 04.09.2020).

Kerber, Z. (2006). Bridges between subjects. Budapest: National Institute of Public Edu­cation.

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Nahalka, I. (2002). PISA Research Assessment Report. New Pedagogical Review:4/2002, pp. 48–51.

Radácsi, I. (2004). Development of education. Hungary’s 2004 annual report for UNE­SCO. Budapest: National Institute for Public Education.

Réti, M. (2009). How has the role of school changed? How has the role of the teacher changed over the last 18 years? Hungarian: Reference materials the analysis of the situation in education.

Szekszárdi, J. (2006). The inner world of schools. In: G. Halász, J. Lannert (eds.), Report on Hungarian Public Education, (pp. 279–311). Budapest: National Institute of Public Education.

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Informacje

Informacje: Labor et Educatio, 2020, 8 (2020), s. 125-134

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Angielski: Social and political aspects of education reforms in Hungary
Polski: Społeczne i polityczne aspekty reform edukacji na Węgrzech

Autorzy

https://orcid.org/0000-0001-7366-9328

Marianna Marusynets
National Academy of Educational Sciences of Ukraine
https://orcid.org/0000-0001-7366-9328 Orcid
Wszystkie publikacje autora →

National Academy of Educational Sciences of Ukraine

https://orcid.org/0000-0003-3408-1489

Ágnes Király
Hungarian Academy of Sciences, Széchenyi István sqr. 9, 1051 Budapest, Hungary
https://orcid.org/0000-0003-3408-1489 Orcid
Wszystkie publikacje autora →

Hungarian Academy of Sciences, Széchenyi István sqr. 9, 1051 Budapest, Hungary

Publikacja: 31.12.2020

Otrzymano: 12.03.2020

Zaakceptowano: 30.08.2020

Status artykułu: Otwarte __T_UNLOCK

Licencja: CC BY-NC-ND  ikona licencji

Udział procentowy autorów:

Marianna Marusynets (Autor) - 50%
Ágnes Király (Autor) - 50%

Korekty artykułu:

-

Języki publikacji:

Angielski

Liczba wyświetleń: 884

Liczba pobrań: 701

Społeczne i polityczne aspekty reform edukacji na Węgrzech