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Equity in educatio in Hungary

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The equity profile of the Hungarian education system

Published in: Economy & Finance, Education
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Equity in educatio in Hungary

  1. 1. Equity in Education: Dimensions, Causes and Policy Responses Key findings of the Hungarian analytical report Péter Radó Center for Educational Policy Analysis OPEK
  2. 2. 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)
  3. 3. 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
  4. 4. The Equity Profile of Hungary <ul><li>Dimensions: </li></ul><ul><li>Socio-economic status: great impact / increasing </li></ul><ul><li>Residential status: low impact / does not change </li></ul><ul><li>Ethnicity: great impact / increasing </li></ul><ul><li>Personal skills: medium impact / decreasing </li></ul><ul><li>Gender: medium impact / increasing </li></ul><ul><li>Intergenerational transmission of inequalities: </li></ul><ul><li>The great impact of background on learning aspirations </li></ul><ul><li>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.) </li></ul>
  5. 5. Policy responses <ul><li>The systemic conditions of policy making in relation to equity </li></ul><ul><ul><li>Policy co-ordination (vertical and horizontal) </li></ul></ul><ul><ul><li>Information and information management </li></ul></ul><ul><ul><li>Measurement of the Students’ achievement and evaluation </li></ul></ul><ul><ul><li>Scaling up school level developments </li></ul></ul><ul><li>Educational policy initiatives </li></ul><ul><ul><li>Strategic focus: integration, inclusion and pedagogical paradigm shift </li></ul></ul><ul><ul><li>Reconsideration of goals and targets </li></ul></ul><ul><ul><li>Preferential treatment </li></ul></ul><ul><li>Targeted government programs </li></ul><ul><ul><li>Growing scale and amount of investment in order combatting inequalities in education </li></ul></ul><ul><ul><li>Uncertainty about the impact </li></ul></ul>

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