Összefoglaló/Abstract

Tanulmányunk célja, hogy a köznevelés szereplőivel megismertessük a pályaorientáció modern, életút-támogató felfogását, érzékeltessük az iskola, a pedagógusok átalakuló szerepét a pályaorientációs tevékenységek területén. Az angolul „lifelong guidance”-nak nevezett területnek az egyszeri pedagógiai pályaválasztási tanácsadási alkalom helyett a folyamatelvűséget, többszintűséget jobban tükröző

This research presents three possible models of introducing and disseminating electronic school administration systems, which are 1. the purely market model, 2. the centralized model and 3. the quasi-market model. In Hungary the quasi-market model was used between 2005 and 2010. This paper shows the advantages and contra productive effects of this dissemination model that had been used. These

As the second part of a longer study, this article formulates suggestions for creating a policy, a system and a practice of lifelong guidance embedded in Hungarian public education. With the national context in mind, an outline is given of a possible framework and the basic conditions of progress in that direction, as regards human resources, auxiliary tools and regulatory principles. Three

In the past decade, in response to changing social demands, the pedagogical effects attributed to physical education and sports in schools have become significantly more complex and therefore, more appreciated. In parallel with this, the significance of their effects on the physical development and health of students have also become widely recognised. Surveys on how students spend their free

This article provides an overview on indicators that are capable of measuring
effectiveness of educational institutions. In the first part it takes a look at the indicators of primary and secondary public education, and then in the second part it focuses on higher education’s indicators. One of the lessons of the research on the Hungarian and international practice of creating rankings

The National Core Curriculum of 2012 defines common educational contents, which has a value in terms of socialization and social integration. It lists nine key competences, in accordance with the recommendations of the EU. Moreover, it sets as its goals ethical, patriotic, economic and monetary, democratic, physical and mental health, family life and media awareness education, development of

The Bologna process is an intergovernmental initiative which set the objective of creating a European Higher Education Area in 1999. With Hungary joining the Bologna countries, fundamental and very complex changes took place in the functioning of the higher education system, and the monitoring of these is an important task of higher education research.

As a part of the author’s ongoing

From 2010, a significant transformation process has begun in Hungarian education policy, whose two central elements are maintaining and financing schools. This paper shows financial problems preceding the transformation, and analyses the legislative background of decisions that were made to address them. The first part takes a look at the problems concerning school financing – it places

Keywords: vocational training, EU vocational training development policy, practical training, Czech Republic, Estonia, Latvia, national vocational training systems, apprenticeship contract

In the last decade, reforms aiming at developing vocational training gained more and more emphasis in the European Union’s educational policies. This process took start with the Copenhagen

Keywords: information communication technology, Europe 2020, Estonia, Latvia, Czech Republic, development plans

This paper examines the educational role of information and communication technologies (ICT), based on national development documents of four countries: Estonia, Latvia, the Czech Republic and Hungary. It shows that due to the effects of the EU’s development policy,