The supporting system for curricular reform

17 September 2007 to 19 September 2007
Budapest and Veszprém, Hungary

Peer Learning Cluster or other group

Key Competences

Background

The Peer Learning Cluster on Key Competences organised the 'Supporting system for curricular reform' PLA in September 2007.

The event followed a first PLA (see PLA on 'Key Competences for LLL', 29-31/01/2007 (BEnl) for further details) that among others, included an examination of the policy process in relation to cross-curricular objectives in Flanders.

The introduction of key competences for lifelong learning is regarded as a high priority in Hungary in the context of societal and labour market changes and globalisation and reforms of both curricula and teacher education have taken place.

Description

The overall aims of the PLA were:

  • to move forward considerations on key competences implementation;
  • to provide an opportunity for participants to learn what should be done at the various levels;
  • to consider how to put together a suitable framework in their own country.

Its specific objectives:

  • Examining how curricular reform promotes the development of key competences in Hungarian public education, mainly in the school curriculum and textbooks, and how the various policy items reinforce or hinder each other, what synergies manifest between them;
  • Studying the policy development measures on key competences and curricula and assessment;
  • Discussing how assessment and evaluation support the development of key competences at school level and at the level of national policy.  

Main conclusions

The 'Lisbon process' can provide a useful framework for reforming education to respond to globalisation.

In Hungary, the approach is to cover all relevant policy areas (social, employment etc) and, within education, curricula, teacher education, learning material in order to promote change. This 'from research into action' approach seems very consistent.

The Hungarian approach combines the top-down and bottom-up approaches, that appreciates the 'huge hidden knowledge' of teachers and other practitioners and tries to involve them in the process. Local Pedagogical Advisors link national policies with school practise.

Hungary has also invested in school leadership training, which is crucial for a true change. Similarly, support for school includes 'educational packages' that reinforce cross-curricular approaches.

For further reading:
Knowledge System for Lifelong Learning