Suchergebnisse

La escuela comprensiva o única surge a finales de la Segunda Guerra Mundial en toda Europa como instrumento promotor de la democratización de la educación. Escuela no selectiva y uniforme en fines y curriculum, abarca el nivel elemental y la escuela secundaria inferior en Europa oriental, mientras que el mismo concepto es aplicado al grado superior de la escuela secundaria en las partes occidentales del continente. En Hungría, pese a haber sido planeada en los años de la primera contienda mundial, no constituyo objeto de legislación hasta el año 1945. El paso de los regimenes comunistas por el sistema ocasiona la perdida de la esencia mas intima de las escuelas comprensivas constituida por los ideales de democracia, iniciativa, igualdad social, lo que provoca su disolución en la mayoría de los países de Europa central y oriental. A la posible cuestión sobre si la Europa nuevamente unida establecerá nuevas formas de comprensividad en sectores sociales y en educación o si forjara a esta una nueva selectividad social, el autor, manifestando su deseo de armonización de los objetivos de comprensividad y modernización, aboga en concreto por la libre elección de la escuela secundaria inferior en el desarrollo de su propio perfil, por la armonización del currículo del 9.° y 10.° curso, así como por el establecimiento de un examen al final del 10.° curso.

After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements), an organisation that had been established in the late 1950s by the well known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were the only delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well known Hungarian educator and a follower of Husén, the late Zoltán Bathory. (DIPF/Orig.)

This study of the education system of Hungary is part of the handbook "The education systems of Europe" which presents an analytical description of the education systems of all European countries, following common guidelines. The study begins with the historical and socio-cultural background of the Hungarian educational system which is followed by the description of the organizational and administrative context of the current education system. The next step is the functioning of the current education system, beginning with a structural overview and followed by an analysis of the different levels of the education system, including, as a separate chapter, post-secondary and tertiary education. The country study ends with an analysis of current problems and discussions, and opens perspectives for further development. A diagram illustrating the structural scheme of the Hungarian educational system is part of this article. (DIPF/Orig./Kie.).

This paper illustrates the problems of Roma children through the life of a particular group of emigrants, and looks for the answer how much their ambition, that is behind the undertaking of the emigrants, supported their adaptation to a new social environment. European literature has not really dealt with the emigration of this ethnic group until this time because during the existence of the "iron curtain" until 1990 the migration directed from the east towards the west did not have large dimensions except during the big political upheavals. Ongoing research demonstrates a region called the "Partium" that is suitable for representing the whole area like a drop in the sea because of its mixed ethnicity. Then this paper shows the present situation of the Gypsies in this region, the background of Gypsy children's school failures and at last gives a case study on an emerging class of the Gypsies and their problems. During the empirical analysis the method of network analysis is also used that seema as an adequate approach of researches dealing with social integration of immigrants according to the intemational literature (Kelly & Portes, 1993). ; Šiame straipsnyje keliama romų vaikų ugdymo problema aktuali ne vien Vengrijai, bet ir visai Rytų bei Vidurio Europai. Iškeldami šių vaikų ugdymo problematiką, autoriai pateikia plačią romų vaikų, gyvenančių "Partium" regione, esančiame Rumunijos, Vengrijos ir Ukrainos sandūroje, sociokultūrinių bei pedagoginių sąlygų (istorijos, kalbos, kultūros, skurdo, nedarbo ir kt.) apžvalgą. Autoriai daro išvadą, kad romų visuomenė yra gana diferencijuota, bet jos įvairių sluoksnių išsilavinimas yra žemas. Mat ir pasiturinčiose romų grupėse švietimas nelaikomas prioritetu. Tad ir formuojant švietimo ir apskritai visą socialinę politiką būtina į tai atsižvelgti. Šitai turėdami galvoje, autoriai nuosekliai ir išsamiai analizuoja romų vaikų padėtį įvairiose ugdymo įstaigose (ikimokyklinio ugdymo, pradinėse ir vidurinėse, profesinėse ir aukštosiose mokyklose). Kitaip tariant, plačiai nušviečia tiek romų gyvenimo istorinį, socialinį, kultūrinį kontekstą, tiek konkrečias švietimo problemas.