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Hungary:Continuing Professional Development for Teachers Working in Early Childhood and School Education

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Overview Hungary

Contents

Hungary:Political, Social and Economic Background and Trends

Hungary:Historical Development

Hungary:Main Executive and Legislative Bodies

Hungary:Population: Demographic Situation, Languages and Religions

Hungary:Political and Economic Situation

Hungary:Organisation and Governance

Hungary:Fundamental Principles and National Policies

Hungary:Lifelong Learning Strategy

Hungary:Organisation of the Education System and of its Structure

Hungary:Organisation of Private Education

Hungary:National Qualifications Framework

Hungary:Administration and Governance at Central and/or Regional Level

Hungary:Administration and Governance at Local and/or Institutional Level

Hungary:Statistics on Organisation and Governance

Hungary:Funding in Education

Hungary:Early Childhood and School Education Funding

Hungary:Higher Education Funding

Hungary:Adult Education and Training Funding

Hungary:Early Childhood Education and Care

Hungary:Organisation of Programmes for Children under 2-3 years

Hungary:Teaching and Learning in Programmes for Children under 2-3 years

Hungary:Assessment in Programmes for Children under 2-3 years

Hungary:Organisation of Programmes for Children over 2-3 years

Hungary:Teaching and Learning in Programmes for Children over 2-3 years

Hungary:Assessment in Programmes for Children over 2-3 years

Hungary:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Hungary:Single Structure Education (Integrated Primary and Lower Secondary Education)

Hungary:Organisation of Single Structure Education

Hungary:Teaching and Learning in Single Structure Education

Hungary:Assessment in Single Structure Education

Hungary:Organisational Variations and Alternative Structures in Single Structure Education

Hungary:Secondary and Post-Secondary Non-Tertiary Education

Hungary:Organisation of General Secondary Education

Hungary:Teaching and Learning in General Secondary Education

Hungary:Assessment in General Secondary Education

Hungary:Organisation of Vocational Secondary Education

Hungary:Teaching and Learning in Vocational Secondary Education

Hungary:Assessment in Vocational Secondary Education

Hungary:Organisation of Post-Secondary Non-Tertiary Education

Hungary:Teaching and Learning in Post-Secondary Non-Tertiary Education

Hungary:Assessment in Post-Secondary Non-Tertiary Education

Hungary:Higher Education

Hungary:Types of Higher Education Institutions

Hungary:First Cycle Programmes

Hungary:Bachelor

Hungary:Short-Cycle Higher Education

Hungary:Second Cycle Programmes

Hungary:Programmes outside the Bachelor and Master Structure

Hungary:Third Cycle (PhD) Programmes

Hungary:Adult Education and Training

Hungary:Distribution of Responsibilities

Hungary:Developments and Current Policy Priorities

Hungary:Main Providers

Hungary:Main Types of Provision

Hungary:Validation of Non-formal and Informal Learning

Hungary:Teachers and Education Staff

Hungary:Initial Education for Teachers Working in Early Childhood and School Education

Hungary:Conditions of Service for Teachers Working in Early Childhood and School Education

Hungary:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Hungary:Initial Education for Academic Staff in Higher Education

Hungary:Conditions of Service for Academic Staff Working in Higher Education

Hungary:Continuing Professional Development for Academic Staff Working in Higher Education

Hungary:Initial Education for Teachers and Trainers Working in Adult Education and Training

Hungary:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Hungary:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Hungary:Management and Other Education Staff

Hungary:Management Staff for Early Childhood and School Education

Hungary:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Hungary:Education Staff Responsible for Guidance in Early Childhood and School Education

Hungary:Other Education Staff or Staff Working with Schools

Hungary:Management Staff for Higher Education

Hungary:Other Education Staff or Staff Working in Higher Education

Hungary:Management Staff Working in Adult Education and Training

Hungary:Other Education Staff or Staff Working in Adult Education and Training

Hungary:Quality Assurance

Hungary:Quality Assurance in Early Childhood and School Education

Hungary:Quality Assurance in Higher Education

Hungary:Quality Assurance in Adult Education and Training

Hungary:Educational Support and Guidance

Hungary:Special Education Needs Provision within Mainstream Education

Hungary:Separate Special Education Needs Provision in Early Childhood and School Education

Hungary:Support Measures for Learners in Early Childhood and School Education

Hungary:Guidance and Counselling in Early Childhood and School Education

Hungary:Support Measures for Learners in Higher Education

Hungary:Guidance and Counselling in Higher Education

Hungary:Support Measures for Learners in Adult Education and Training

Hungary:Guidance and Counselling in a Lifelong Learning Approach

Hungary:Mobility and Internationalisation

Hungary:Mobility in Early Childhood and School Education

Hungary:Mobility in Higher Education

Hungary:Mobility in Adult Education and Training

Hungary:Other Dimensions of Internationalisation in Early Childhood and School Education

Hungary:Other Dimensions of Internationalisation in Higher Education

Hungary:Other Dimensions of Internationalisation in Adult Education and Training

Hungary:Bilateral Agreements and Worldwide Cooperation

Hungary:Ongoing Reforms and Policy Developments

Hungary:National Reforms in Early Childhood Education and Care

Hungary:National Reforms in School Education

Hungary:National Reforms in Vocational Education and Training and Adult Learning

Hungary:National Reforms in Higher Education

Hungary:National Reforms related to Transversal Skills and Employability

Hungary:European Perspective

Hungary:Legislation

Hungary:Institutions

Hungary:Bibliography

Hungary:Glossary

The fundamental issues of employing teachers are stipulated in the Act on Public Education. Teachers have the right and obligation to attend the in service teacher trainings held and prescribed for teachers, and to train themselves on a continuous basis.

Organisational aspects

The work carried out in educational institutions and by teachers is supported by pedagogy-related professional services. The range of pedagogy-related professional services covers the assistance and organization of teachers’ training, in-service training and self-training. In service training is intended to renew, extend and develop the knowledge and skills inevitable in the frames of education and teaching to hold direct sessions with children and students, organize the activities of the public educational institution, run special pedagogical services and provide pedagogy-related professional services, operate the examination system and perform the measurement and evaluation tasks, just as the management responsibilities of public educational institutions. Based on the Government Decree on Regulating the Key Elements of the In service Training System and following from the renewal of the scope of information (consequent upon the new content in teachers’ training) and the changes in public education, the in service training aimed at reforming teachers’ profession imply the development of teachers’ competences and the transfer of information regarding the management of educational issues and institution operation.

Under nationally uniform professional management and in the frames of performing public obligations in state-governed public education, pedagogy-related professional services may be provided in pedagogical institutions operated by an entity operating educational institutions, and, under the conditions stipulated in legal regulations, by a budgetary institution that operates (with the permit of the Minister of Education) in the procedural order stipulated in the legal regulation but not as the operator of a public educational institution or not as a public educational institution. State-financed educational institutions and institutions for special pedagogical services employ pedagogy-related professional services from the authority.

Pedagogical Educational Centres fulfil the local obligations of the Educational Authority connected with the pedagogy-related professional services defined in legal regulations (with special consultants’ participation).

The obligation concerning teachers’ professional development is stipulated in a government decree in Hungary. The decree defines two fundamental forms in teacher training:

  • in-service training, which is an obligation every seven years; and
  • in -service training in preparation for the teachers’ special examination.

Teachers are subject to 120 hours’ (45-minute lessons) in-service training obligation every 7 years. The in-service training obligation can be fulfilled by completing the following:

  • 30-60-120-lesson-long accredited in-service training program for teachers;
  • teachers’ special examination;
  • completing tertiary educational training (undergraduate level or graduate level training, specialized extension training, training in a partial field) which authorizes the graduate to occupy in a teacher’s job;
  • participating in complex development projects in cooperation with the teaching staff, potentially measured in the student’s efficiency;
  • trainings for ICT development;
  • foreign language training.

Maximum 25% of the extension training obligation may be completed by participating in a research-based scholarship program, by trainees’ professional support, by self-training, in min. 5 and max. 30-lesson-long non-accredited extension training or by offering consultancy for the teachers’ community.

In public education, the teachers’ special examination was integrated in the teachers’ advancement as a part of the career system. Starting in the ‘90s, understanding the systematic process of public education, the social functions of the institutional system, the management of educational issues, the rules of legitimate and efficient operation has, in addition to professional knowledge and vocation, become an ever increasing expectation in connection with operating the system of public educational institutions. This training meansa training to be completed in a specialized extension training form (organized by a tertiary educational institution) and ending with a diploma, and the completion of this training is a precondition to reaching certain grades in the pedagogical career (see Chapter 9.2).

According to the decree, the head of the educational institution drafts a five-year in-service training program, taking into account the pedagogical program. The in-service training program is approved by the operator, after having asked for the opinion of the teaching staff. The extension training program may be reviewed once a year, in agreement with the operator. The head of the educational institution makes an enrolment plan covering one academic/school year to implement the in-seervice training program. The enrolment plan is drawn up by the head of the public educational institution with the participation of the teachers’ professional partnership or, in lack of such a professional partnership, of the persons employed in the same position and potentially available for substituting the absentees. The teaching staff in the educational institution assesses the previous in-service training period before preparing the new in-service training program. This means that teachers’ in-service training takes the needs of the teachers, the school and the operator into account.

Teachers’ in-service trainings, taking the form of training courses, have two basic forms: in-service training in tertiary education or adult training. Adult training is implemented in training courses, in so-called 30, 60 or 120-lesson-long in-service training programs for teachers. The in-service training program of a public educational institution only implies the form of teachers’ in-service training (training course in adult education) approved by the Minister of Education in the frames of the establishment permit. The application for an establishment permit should be submitted to the Educational Authority. In the course of the proceedings the Teachers’ In-service Training Accreditation Committee reviews the training and makes a proposal to the Authority on the approval or rejection thereof. The establishment permit is valid for 5 years. Teachers’ approved in-service trainings may as well be launched by other organizations, in the frames of the launch agreement. The Educational Authority must be notified of the agreement within 8 days of having concluded the launch contract. The Educational Authority keeps a register of in-service trainings launched for teachers.

Tertiary educational institutions offer formal in-service trainings for teachers in the framework of specialized in trainings. Specialized extension trainings are 1-2-year long, typically correspondence trainings, ending in 60-120 credit points. The precondition to launching a training course is the registration of the training by the Educational Authority, which means the definition and publication of the training and output requirements of the specialized in- service training. Four-term-long, 120-credit-point trainings resulting in the teacher’s special examination represent a special form of specialized extension training. The first two terms in teachers’ trainings for the special examination cover general basic training, this is identical in each special examination. The second two terms are linked to the field of the special examination. Certain jobs in public educational institutions are subject to a special examination for teachers (e.g. a special examination for teachers managing public educational institutions is required for managing an institution; mentor’s special examination is necessary to fulfil the mentor’s duties).

The in service teacher training is organised in or out of teaching time. The substitution is solved on the basis of the in service teacher training plan of the school.

Incentives, supporting measures and funding for Participation in Continuing Professional Development (CPD) Activities

The teachers’ motivation for professional development is primarily provided through the teachers’ new advancement, employment and wage system, the so-called teachers’ career path system introduced as of 1 September 2013 (see Chapter 9.2).

Teachers’ in service training is a self-financed educational form; the State offers a grant to help cover the costs. The grant helps develop the expertise adjusted to local demands and prompts the users to choose economical, yet efficient training forms, as it defines the in service training program of the public educational institution in its institutional competence.