Workplace: Educational Authority
I graduated as an English-Geography teacher in Eger in 1997. I taught students from age six to nineteen in public education from 1997 to 2018. I have also participated in adult education in a private language school. I have been an examiner of ECL Language Exam for years. I have always been interested in trying new methods in teaching and build in using digital tools during my lessons. Since 2018 I have been leading a European Union Project, which deals with digitalism in education, finding new ways and methods of teaching making learning more enjoyable for students.
I am a qualified Teacher of Fine Arts, graphic designer with a degree in Drawing, Visual Communication and Media Studies. I live in Budapest and have been working as a teacher in Törökbálint since 1997.
As a consultant and expert in public education, I am passionate about developing digital competences of teachers and students, and I feel responsible for raising the quality of visual education. Since 2017, I have also been working in a European Union project of the Hungarian Education Authority, which deals with the description and evaluation of digital literacy levels of students, teachers, heads of institutions and institutions involved in Hungarian public education. Our mission is to make learning and labour market integration more effective by developing the digital competences of students and teachers.
In 2020 I received the Pedagogical Research Award of the Hungarian Academy of Sciences.
Workplace: Educational Authority.
I graduated as an English-Geography teacher in Eger in 1997. I taught students from age six to nineteen in public education from 1997 to 2018. I have also participated in adult education in a private language school. I have been an examiner of ECL Language Exam for years. I have always been interested in trying new methods in teaching and build in using digital tools during my lessons. Since 2018 I have been leading a European Union Project, which deals with digitalism in education, finding new ways and methods of teaching making learning more enjoyable for students.
I am a qualified Teacher of Fine Arts, graphic designer with a degree in Drawing, Visual Communication and Media Studies. I live in Budapest and have been working as a teacher in Törökbálint since 1997.
As a consultant and expert in public education, I am passionate about developing digital competences of teachers and students, and I feel responsible for raising the quality of visual education. Since 2017, I have also been working in a European Union project of the Hungarian Education Authority, which deals with the description and evaluation of digital literacy levels of students, teachers, heads of institutions and institutions involved in Hungarian public education. Our mission is to make learning and labour market integration more effective by developing the digital competences of students and teachers.
In 2020 I received the Pedagogical Research Award of the Hungarian Academy of Sciences.
The review of the Hungarian National Curriculum 2011 was completed in 2020. The new document (NAT 2020- National Curriculum 2020) was introduced into public education in classes 1-5-9 in phasing-out system in 2020. Naturally, the Framework Curricula joint the National Curriculum was completed, which present in detail, the necessary competences and knowledge of different age groups should own in various literacy areas when leaving the educational system. Related to the new National Curriculum new books were created for students. These books are also available in digital forms and are rich in interactive, generative sites. The „Smart Portal” (Nemzeti Köznevelési Portál- National Public Education Portal) also made a big step forward as it presents more and more useful, interactive contents in a growing number of educational fields, which help the everyday work of teachers in education.
The creators of the Hungarian National Curriculum were attentive and built in the recommendation of the European Parliament and Committee in connection with required key competences for lifelong learning. Among these competences several fields are traverse (embracing cultural fields and age groups) enable students develop such basic skills which support them in improvement and learning during their whole lives.
Digital competence is one of the traversal key competences of which development sites and opportunities can be observed in the National Curriculum detailed and subject specified. In the documents one can follow, how the possibilities of the recommendations of digital competence framework DigComp 2.1 in five key competence fields (1. Information and Data Literacy, 2. Communication and Collaboration, 3. Digital Content Creation, 4. Safety, 5. Problem Solving) and the connected twenty-one sub-fields are to be exploited to help the success in learning in the flow of learning and teaching.
In 2020 an unexpected event also put a huge focus on the importance of digital improvement.
The pandemic made the success of digital platform learning and teaching methods of the direct (teachers, students) an indirect (parents) participants of public education visible.
In March, 2020 in Hungary education had to be turned into digital and out of school from one day to the other for all age groups. This situation highlighted and made it evident that the digital competence level of the participants of education is heterogeneous and there is a need to draw integrated expectations for them in this field, which base the starting point of the improvement and its opportunities as well.
Since 2017 a European Union Project in Hungary has been dealing with developing the method of how mass involvement of digital tools, methods and contents can make Hungarian education more modern and successful. One focus of this is the formation of the digital requirement system of students, teachers, school leaders and schools with the aim of creating a clear, measurable and evaluable system to the members of public education and schools. With measuring and evaluating their digital preparedness the ways of improvement can be appointed.
The determination, improvement and evaluation of digital competence levels of educators are based on a recommendation joint the Hungarian Pedagogue Progress System. The recommendation is based on the DigCompEduEU.
Following the guidelines in this recommendation the changes in the Hungarian Pedagogue Progress System are in progress. After its completion the digital competence of teachers can be measured and evaluated more in details. One of the main aims is to reach improvement in teachers’ digital skills and competence as a prepared teacher of the digital field can improve the students in a proper way.
Hungary joined MENTEP (Mentoring Technology-Enhanced Pedagogy) and use the online self-evaluating tool. It helps Hungarian teachers- besides 18 other countries teachers- evaluate their digital competence in their mother tongue. Students’ (future employees) digital competence levels were framed according to DigComp 2.1 EU.
The digital parameters of public schools had to be framed as well. „Digital Register System” (Digitális Névjegy Rendszer) was used as base which is parallel with the widely used system in the EU DigCompOrg Framework and the European self-evaluating system SELFIE.
As the final goal of the project is to increase the students’ learning efficiency level the main focus is on developing their digital competence level. To reach the goal several products have outcome from the project and each of them means a little step towards the aim that children and young people can be successful in self-fulfilment and development, active citizenship, social integration and later in the field of employment.
FIGURE 4 OVERVIEW OF THE EDUCATIONAL SYSTEM IN HUNGARY
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