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This paper looks at experiences had with the introducing of formative assessment into Hungarian education. The paper is based on research that was carried out in 2010 within 22 primary schools, from three different locations, and with the involvement of their heads, teachers, 5th and 8th grade students. The data shows that although the experiences of students were quite positive, the introduction of formative assessment was unable to fully fit in with the objectives of the government, the result being that there was a combination of old and new types of assessment in 50% of the schools. The experiences of the research suggest that the reasons behind this relate to the way of introduction (the legal regulation tool) and a lack of support for – and being able to win over – teachers.
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The article gives a short overview on how the efficiency of adult education and training provision has been evaluated at a systemic level in the last decade. The Hungarian adult education system works mostly as a correction mechanism, that is, compensating for the dysfunctions of school-based education (which had given poor results); yet it is able to provide much less aid as regards adaptation to competition within the international arena. All international surveys dealing with basic competences and on participation in learning activities tell us that the country is lagging behind others. The author’s conclusion is that the transparency of the sector is insufficient – and there is no real interest on the part of the stakeholders to thoroughly analyse efficiency.
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Ubuntu is a Linux-based computer operating system. Sponsored by Mark Shuttleworth, a South African entrepreneur, Ubuntu is distributed as a free and open source software. Shuttleworth and his company Canonical Ltd. is committed to the principle of free software development. Ubuntu is named after an African philosophy, in which Ubuntu means “humanity towards others”. The different releases of the operating system are named after protected species (Warty Warthog, Hoary Hedgehog etc.). Ubuntu is designed primarily for use on personal computers, though a server edition also exists. Ubuntu is more than just an operating system – it is a symbol of a movement that encourages its members and participants to fight against closed source softwares, against developers and distributors of closed source softwares and, more widely, against the trans-national monopolisation of information. This movement goes hand in hand with the environmental movement and looks at the possibilities within and the reality of Tim Jackson’s “prosperity without growth”.
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The article analyses different types of minority education system in the Carpathian Basin, and it principally concentrates on identifying the peculiarities of Hungarian minority education. According to the author, understanding the characteristics of any kind of minority education implies that one knows the national and the ethno-political context of such education. Based on this assumption, the study also looks at the ways that national states and minority politics have an impact on the functioning of minority education. The article provides some statistical data on minority education – though the author does think that there is a lot of untapped possibility for analyses of minority education on the basis of international student assessment tests. For this reason, based on PISA results the article tries, in a new way, to analyze the school competencies of Hungarian minority students from Romania, Slovakia and Serbia.
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The purpose of this paper is to analyze and evaluate research, development and the innovation system in education in Hungary. One of the conclusions is that Hungary is struggling with the problem of having a limited budget in the field of research into education, and of there being a lack of strategy and of data. At the same time, there are phenomena in Hungary that are more or less characteristic of this region – and some of them can be considered Hungaricum. The Hungarian education R+D+I system has been shaped and strongly brought into line by a development policy financed by the structural fund. While this major amount of money can lead to great opportunities, its recent operations might have had distortionary effects, too. The most serious problem regarding the functioning of the system is that cooperation and coordination – not only among actors located at the three angles of the HELIX triangle but among actors in the same position – is haphazard. This connects with the quantitative and qualitative problems from the human resources of the Hungarian educational R+D+I system.
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This paper presents the results of empirical research into Schoolmasters’ work assessment. Research examined the process of the school directors’ elections in 223 schools. The resigning directors evaluated their schools and their past job, while the newly appointed directors evaluated their school and presented their plans. Schoolmasters were satisfied with the professionalism of their teachers and their own, and also with the level of education, but they were far from satisfied with the school’s educational function, in that inertness and defensiveness were recognized entities. Despite the fact that the directors were satisfied with their subordinates, every third leader did say that it would be necessary to develop a culture of teaching and look at the school’s internal transformation. The research also pointed out that the previous cycles of the directors’ appointments had failed to see developments being made.
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It is assumed that an average, recently-graduating university student will be satisfied if she/he obtains a carrier position that is usually obtained by university graduates; conversely, the attractiveness of positions occupied en masse by non-graduates will remain low in the eyes of new graduates. In our research, each job position looked at had a value of between 0 and 1 according to the proportion of such positions obtained by graduates. Thus the concept of job position – an originally non-linear category – has been developed into a linear one. This new method can therefore make an average occupation – one linked with the prestige of any social demographic group – quantifiable. We can as a result see that the average occupation prestige of graduates aged around 25 is lower than the average occupation prestige of persons of around 35 years; though the average occupation prestige of graduates aged around 25 is higher than with 45 or 55 year-old graduates. Therefore, although the commonplace that the “inconsistency between job and the level of education has grown” with the new generation is valid, it is only valid in comparison with previous cohorts – not in comparison with the whole “society of elders”. In contrast, in 1970 the average occupation prestige of graduates of around 25 was higher than the average occupation prestige of the graduates of any older generation. Taking on board these two phenomena one could say that the present situation of young graduates is worse than for older ones, or at least is worse than for older ones when they were young; and this “handicap” is more characteristic of young college graduates (BA) than for young university graduates (MA).
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This article shows that ‘After Diploma Surveys` results (surveys aimed at ex-students) regarding their alma mater must be accepted with caution. Answers could be biased, for two reasons: firstly about 60-80% of people choose not to return questionnaires while some of them probably do so because of their bad opinion of their alma mater. Secondly, the bias may be caused by the large time lag between the university studies of respondents and data collection. Also, Hungarian Higher Education regulations have changed so frequently in the last twenty years that answers appearing in the survey will most likely be referring to a situation that is different from the now-existing one. General results from such surveys reveal that the labor market offers benefits to persons with a university degree. Present types of ‘Post Graduation Survey` give a new perspective: they are delivered by individual universities but with a common central block of questions along with other university-related questions; in addition, answers to the central block of these questionnaires are collected not only in local institutional databases but also in a central data bank.
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In an analysis of expectations related to graduate employment opportunities, the study examines, for the period before persons’ enter the labor market, student expectations related to such entry and successes instead of objective indicators of employment possibilities. The study analyses the individual background variables playing a determining role in study expectations via a multi-dimensional approach to labor market success, focusing on subjective elements. In addition to examining expectations in detail regarding the most important professional field background variable, the analysis – embedded within the framework of relevant technical literature – also focuses on expectation-related differences appearing between genders or social groups; it also looks at how previous professional work experience modifies people’s expectations. The analysis is based on data from a questionnaire survey obtained in relation to approximately 8000 people studying on undergraduate programs.
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Based principally on data obtained from youth studies carried out in Hungary, this paper seeks to answer questions relating to what tendencies are observable in the lifestyles (learning, consumption, leisure activities), the conception of culture and the mobility of young people. The author gives special attention to activities having low frequency, and comes to the conclusion that the separation of the “self”, the shifts in responsibility and the avoidance of problems have become more dominant among young people. In the lifestyle of youth, change and permanence are present simultaneously, causing significant degrees of differentiation within their own grouping.
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Peter Tibor Nagy offers two competitive hypotheses: 1) The values of young (aged 18–30) people differ from the average of society, as persons in their 30s and 40s are like the average but not like the youngest generation. 2) They differ from the average, but they are similar to the next generation (i. e. people just a little older). Thus the dividing line is not between the young and middle-aged generations, but between the middle-aged and older ones, or somewhere within the middle-aged one. If the second hypothesis true: “the young” as a real social category does not exist. Data relating to the sociology of religion – based on several different databases – shows that the second hypothesis more reliable than the first one.
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The points of debate within teacher training in the Bologna system have led to differing evaluations. The radical reform concept put forward by the Ministry of Education and the markedly opposing opinions of Eötvös Loránd University clashed with each other in 2003, when the Hungarian model of teacher training within the Bologna system was born. In the course of the development of the Hungarian model, professional and organizational conflicts were resolved via compromise decisions; however, the resulting – and profound – changes brought about new tensions. This study points to the 5 main features (teacher training only at the master level, integrating professional and pedagogical knowledge, dual qualifications, the importance of empirical competence and organizational emphasis, volume and selection) of the model that has had its introductory phase in 2009; while it also presents the main objections against them, and lists and discusses the arguments in favor of revision. The history of the reform is, at the present time, too short and as yet unsettled for us to be able to draw final, empirical conclusions in relation to its direction and achievements. One thing is certain, however: the radical changes brought about in public and higher-level education make restoration of the form of teacher education present before the Bologna process impossible.
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This paper has explored the attitudes of the elementary school students attending the fifth, sixth, seventh and eighth grade and the Music Culture teachers’ attitudes on the use of teaching media in music lessons. As a part of the research, The use of teaching media questionnaire for students (N=429) and The use of teaching media questionnaire for teachers (N=215) were distributed. Three variables were used for the purpose of exploring the students' attitude towards the use of teaching media in music lessons: age, gender and self-assessment of musical talent. The results confirmed that girls, compared to boys, had higher self-assessments of musical talent and participated more frequently in music activities other than compulsory music lessons. Furthermore, girls, compared to boys, more often used computers for music teaching purposes and showed greater interest in learning about music computer programs. Students generally rarely used the Music Culture textbooks,but considered introducing computers into music lessons necessary. Of all the teaching media, teachers mostly used the instrument and the textbook. Most Teachers considered instruction in music computer program necessary, though teachers with shorter work experience, compared to older ones, had higher self assessments of computer literacy. Teachers knew at least one music computer program, used the internet while preparing classes, and almost all thought that using computers improves the quality of music teaching.
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