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Quality Assurance in Hungarian Education system

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by Zsuzsa Medveczky on 15 October 2012

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Transcript of Quality Assurance in Hungarian Education system

Quality Assurance
in Hungarian
Education System “United in diversity” „In varietate concordia” some words about Hungary... some words about Hungary... Hungary in Europe National education system National education system of Hungary of Hungary Nursery Kindergarten Primary education - 8 years lower primary upper primary Compulsory
full time education secondary education - 4 years General from 2013 secondary lower secondary education upper education 2 years 2 years Higher education Bologna degree structure Undivided programmes Bachelor degree programmes: 6-8 semesters (ISCED 5A) (ISCED 5A) Master degree programmes: 2-4 semesters (ISCED 6) ISCED 1 ISCED 2 ISCED 3 ISCED 5 ISCED 6 secondary education Vocational Vocational education general and
pre-vocational studies vocational
studies secondary education Vocational University: College: 8 semesters 10 semesters Doctoral studies: 4-6 semesters Bologna degree structure: general and pre-vocational studies State sector Private sector education & training
system QUALITY
ASSURANCE in Adult training law (2001) about:
Registration responsibility
Contract with the participant
training program standards
adult education services:
PLAR
survey on training needs (not obligatory)
training advising (not obligatory)
Statistics report
Lack of:
regulation on teacher certification
regulation on teacher assessment
PDCA cycle
no planning obligation,
no assessment obligation,
no feedback obligation
internal assessment system
external assessment system General training providers General training providers Accredited training providers Adult training law (2001) about:
Registration responsibility
Contract with the participant
training program standards
adult education services:
PLAR
survey on training needs (not obligatory)
training advising (not obligatory)
Statistics report
Lack of:
regulation on teacher certification
regulation on teacher assessment
PDCA cycle
no planning obligation,
no assessment obligation,
no feedback obligation
internal assessment system
external assessment system Adult training law (2001)
Accreditation laws (2004) about
Accredited training institution system
Accredited program system
approved by FAT - Adult Training Accreditation Council Institution Points of yearly assessment:
Registration
Input-based criteria
number of trainings taught
number of participants
up-to-date statements (training, services)
Staff documentation (employees and teachers)
according to accreditation laws
Director of education/training - strictly regulated
Teacher assessment - no general regulation, no feedback Training venue regulation (number of tables, chairs, etc.)
Quality policy
Quality Goals
Quality Assurance system - documentation (processes)
Self-evaluation system (based on EFQM model)
Development Plan program Training Specific training documentation
training program (approved, not approved)
training schedule
contracts (participants, teachers)
Lesson documents
attendance sheet,
progress sheet
PLAR documents
attendance criteria - certificate
Assessment process documentation
satisfaction surveys and evaluation - feedback Accredited
school evaluation
by state private sector Quality assurance
in state sector mostly financial management
bureaucratic, "paper-based"
input based control (eg. number of students, etc.) QA of institutional management centralised written exam, partly centralised oral exam
participation of a third party (mostly appointed by Bureau of Education)
exams partly led by the teachers of the institution QA of certification process Internal teacher evaluation every 2-5 ys. - under change!
Evaluation by employer, colleague and students (possible only at smaller schools)
Compulsory but no effective feedback or consequence - "paper-based"
Only input-based criteria,
No emphasis on output-based criteria (rate of success, labour market relevance) QA of teaching In this prezi You will hear about: Strengths Legal regulation of adult training system (ATS) has been evolved, but...
Institutional adult training system has been created and being operated
State funding has started, but...
Social demand on LLL increased between 2001 & 2008.
Quality assurance system has been introduced and thereby...
regulations on personnel and venue/equipment have been created
accountability of funded institutions and programs has improved
professional and administrative awareness has been raised
Reliable feedback for the society has been provided

Weaknesses Opportunities Threats Complete political uncertainty and obscurity
Legal regulation of ATS is frequently changing
State funding is reduced every year, causing existential problems to accredited institutions
Illegal trainings and providers are on the increase
Inspections of accredited institutions are severe, experts' interpretation of regulations differ
Quality assurance and overregulated administrative obligations are time and money consuming, taking valuable resources from professional work
Professional work (teaching, R&D) are not controlled, therefore possibly neglected
Labour market demands are not thoroughly taken into consideration Insufficient legal harmonization, loopholes
Yearly changes on the degree of state funding cause insecurity
LLL is only motivating for the highly educated
Labour market needs are mostly not consistent with training programs
Accredited institutions are severly controlled (administrative inspection) and the danger of failing is high
It is difficult to fulfill the overregulated quality assurance system
There is no equal operation grounds for accredited and not accredited institutions
Quality assurance system is paper-based, no emphasis on:
the quality of teaching
effective assessment of teachers
teacher training and motivation
Quality assurance system promotes higher quality in institution management, professional teaching and personnel
Accountability raises trust of society and partners
Accredited institutions can participate in tenders, which increases financial security
Tenders can increase the learning willingness of underprivileged groups (gypsies, handicapped, elderly)
Completely new regulations on adult education and training from January 2013.
"What seems to be
a problem in Hungary,
is a challenge to the nations to our west,
and is considered as a great possibility
to the greater ones."
(Hungarian saying) "What seems to be
a problem in Hungary,
is a challenge to the nations to our west,
and is considered as a great possibility
to the greater ones."
(Hungarian saying) Thank you
for your attention! some words about Hungary
national education system
quality assurance in education and training
state sector
private sector
general training institutions
accredited training institutions
SWOT on adult training system and quality assurance
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