Equity in educatio in Hungary
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Equity in educatio in Hungary



The equity profile of the Hungarian education system

The equity profile of the Hungarian education system



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Equity in educatio in Hungary Equity in educatio in Hungary Presentation Transcript

  • Equity in Education: Dimensions, Causes and Policy Responses Key findings of the Hungarian analytical report Péter Radó Center for Educational Policy Analysis OPEK
  • The origins of educational inequalities A few simplifications 1. Lack of differentiated, individualized teaching + elitist targets and requirements (low capacity of the school to compensate for social disadvantages) -> Strong drive to form homogeneous classes + competition among schools for „enrollable” children (= demographic decline + surplus capacities in the schools + per capita based funding) -> Strong pressure for selection already in the initial phase of education (specialization in the first years)
  • The origins of educational inequalities A few simplifications 2. + the lack of effective counterbalances (external evaluation and summative measurement of the achievement of pupils) -> Institutionalized selection of pupils and resources at later stages (after the 8 grades primary education) -> Discrimination/segregation of Roma students when matched with biased expectations Overall impact: Huge differences among schools -> low average achievement of Hungarian students in areas of outstanding economic and social importance
  • The Equity Profile of Hungary
    • Dimensions:
    • Socio-economic status: great impact / increasing
    • Residential status: low impact / does not change
    • Ethnicity: great impact / increasing
    • Personal skills: medium impact / decreasing
    • Gender: medium impact / increasing
    • Intergenerational transmission of inequalities:
    • The great impact of background on learning aspirations
    • The weakness of possible counterbalances (guidance, removing the obstacles to access, individual return of investment in learning, ineffective efforts to improve motivation for learning, the „culture” of learning, etc.)
  • Policy responses
    • The systemic conditions of policy making in relation to equity
      • Policy co-ordination (vertical and horizontal)
      • Information and information management
      • Measurement of the Students’ achievement and evaluation
      • Scaling up school level developments
    • Educational policy initiatives
      • Strategic focus: integration, inclusion and pedagogical paradigm shift
      • Reconsideration of goals and targets
      • Preferential treatment
    • Targeted government programs
      • Growing scale and amount of investment in order combatting inequalities in education
      • Uncertainty about the impact