Krisztina Gaskó – Orsolya Kálmán – György Mészáros – Nóra Rapos: Innovative Features of the Hungarian Adaptive and Inclusive School Project

In the Adaptive and Inclusive School project our aim was to create a school concept which reflected on the Hungarian educational, social, cultural and economical challenges, and which was based on the findings of educational theory, school practice as well as the interaction between schools and researchers. Although we considered our school concept innovative from the very beginning, we could only focus on the special features of innovation after the completion of the project. So this study paper aims to explore, analyze and systematize the innovational features of our Hungarian developmental project. Our interpretational framework is firmly based on the categorization of Oslo Manual, namely the product, the organization, the process, and the marketing innovation definitions. Also, we added further analyzing aspects to the framework: the sources of innovation, the innovation process, the participants involved, and the effect of innovation. With our analyzing approach several innovations were identified and investigated: the school concept and the ’reflective album’ as product innovations, the learning communities as an organizational innovation, the intertwining process of the research and development as a process innovation, and the school network, based on the system of adoption, as a marketing innovation. The reinterpretation of the project as a complex system of innovations is definitely useful not only for the effect of this project, but also for the forthcoming Hungarian innovations providing them new aspects of sustainability.

Keywords: adaptive inclusive school, innovation, compulsory education, relations between higher education and research

Te System of German Ethnicity Education at Present Days

 

 

As part of the research aiming to explore the situation of German ethnic primary education both in the state education system and in schools, in the present study the author analyses the available statistical data from the school year 2010/2011. The database of the research was developed based on state education statistical data collection (KIRSTAT) conducted by the Ministry of National Resources. The data collected in previous 149 years are also presented as a comparison. First, an international outlook of minority policy is presented then Hungarian situation is described. The study discusses the changes in the number of participants in German ethnic education in comparison with the number of primary school students, the rate of primary school students taking part in German ethnic education according to educational programmes and the territorial distribution of institutions. An account of the situation of course books is also presented. Further research and better understanding is supported by the use of tables and charts.

Keywords: education, German ethnic primary education, state education, minority policy, educational programmes, financing, educator, school book

Read more…