Suchergebnisse

Метою дослідження є виявлення особливостей освіти дорослих в Угорщині на основі цілісного аналізу соціально-економічних, соціокультурних процесів її становлення та розвитку. Для досягнення поставленої мети використовувалися методи ретроспективного, порівняльного й системного аналізу. Розвиток системи освіти дорослих Угорщини аналізувався за такими критеріями: політика, управління, фінансування, залученість дорослого населення в освіту дорослих і якість. Виявлено такі особливості розвитку освіти дорослих в Угорщині: постійне вдосконалення нормативно-правового забезпечення освіти дорослих, чітка мережа установ, що забезпечують контроль за освітою дорослих, різні шляхи фінансування й створення системи організацій для забезпечення якості. ; The research aim is to identify adult education features in Hungary on the basis of an initial analysis of socio-economic, socio-cultural processes, its formation and development. To achieve this aim were used methods of retrospective, comparative and systematic analysis. The adult education system development in Hungary was analyzed according to the following criteria: policy, management, funding, adult involvement in adult education and quality. It was determined that the main aim of adult education in Hungary are: initial training, professional training, correction of violations, professional knowledge and competences development, increasing employment opportunities, lifelong learning. The following features of adult education development in Hungary were identified: continuous improvement of the legislative bases for adult education (Laws "On National Education" (1993), "On Adult Education" (2001), "On Adult Education" (2013), Resolution "Recovery Strategy on professional education and training programs for adults" (2019) etc.), a clear network of institutions providing control and quality assurance for adult education (National Employment Service; Adult Education and Professional Training National Bureau; Adult Education and Professional Training Department), various ways of financing (individual, private, state) and creating a system of institutions for quality assurance (National Institute of Adult Education, Lifelong Learning Network University, Association for Continuing Education, Hungarian Society of National Secondary Schools). Further research prospects lie in exploring the possibilities of creative use of the progressive ideas of Hungarian experience for adult education development in Ukraine at different levels.

У статті проаналізовані головні періоди розбудови системи професійної підготовки вчителів та науково-педагогічні праці освітніх діячів в Угорщині. Визначені культурні особливості, політичні чинники освітніх реформ, розглянуті сучасні стратегії розбудови національної освіти. Окреслено ідеї щодо професійної підготовки вчителя відомих угорських діячів. Виокремлено низку перспективних ідей, що мали велику вагу у створенні системи сучасної угорської професійної підготовки педагогічних працівників. ; The paper analyzes the main periods of the development of vocational teacher training, scientific and educational work of the educational leaders in Hungary. The cultural characteristics, the educational reform political factors discussed current development strategy of national education are identified. These periods are: the first – the X-th –XVI-th century – the period of formation and development of primary education; the second – the XIV-th century – the beginning of the XVI-th century – the Renaissance, staging education at primary, secondary and higher education; opening of the first Hungarian university; the third – the first half of the XVI-th century – the beginning of the XVIII-th century – Ottoman yoke Danusian of Hungary and strengthening of the Habsburgs in the western and northern parts of the kingdom «Hungary»; flourishing of Latin schools, strengthening the role of the Hungarian language; appearance of early printed books; the fourth – the end of the XVIII-th century – the beginning of the XX-th century is characterized by the expansion of higher education and the establishment of new universities; the fifth – 1945-1991 – the period of the Soviet power in Hungary, cancellation of parish schools, unification of curricula, increase in school construction, increasing the number of universities (to 16 universities) and institute; learning in the evening and correspondence departments; the sixth – 1991 to present – a period of modernization, Hungary's joining the European educational space, the Bologna process. The ideas for training teachers of famous Hungarian figures are outlined. The author has determined a number of promising ideas that are of great importance in training modern Hungarian teachers. It is determined that the system of teacher training in Hungary, having different stages of development, now meets modernity, because of the high quality standards at all levels. Ukraine and Hungary have the desire to form a system of teacher education, combining national traditions with progressive ideas of international experience, so the study of the historical experience of Hungarian teacher training provides an opportunity to highlight the best practices in order to implement these ideas into practice in the educational institutions of Ukraine.