Érettségi kérdőjelekkel
Maturity Examination Questioned

Summary/Abstract: Zsuzsanna Horvath presents two ’narratives’ relating to the secondary school leaving examination (érettségi vizsga, ’maturity examination’). The educational research narrative understands the maturity examination as a tool in the mechanism of the educational system. Since the secondary school system has changed to its foundations in recent decades, the maturity examination also needs to change, i.e. taking into account international trends. The traditional maturity examination has been substituted by up-todate examination procedures between 2006-2010; and a double-deck maturity examination system (basic level, high level) has been introduced. A socio-historical narrative, however, points out the many-fold social and cultural function of the maturity examination. The history of the maturity examination shows that the traditional forms and procedures could always meet the changing needs of society and the economy. Two questions, therefore, arise: (a) If this is so, why should we change the procedures? (b) In the future, could international procedures meet the same needs that the traditional maturity examination did?

• Details
• Contents