New models of education New models of education in Hungarian rural in Hungarian rural

primary schools, to assist primary schools, to assist sustainable developmentsustainable development

Éva Balázs, Ph. DÉva Balázs, Ph. D

National Institute for Public National Institute for Public EducationEducation

CONTEXTCONTEXT

Why the context is important?Why the context is important? decentralised system: lack of decentralised system: lack of

transparencytransparency continuous reform: what is on; when?continuous reform: what is on; when? central, regional and local processes, central, regional and local processes,

initiatives: synergy?initiatives: synergy? status of developmentsstatus of developments spreading of modelsspreading of models conditions of applicability conditions of applicability

CONTEXT – 1CONTEXT – 1

Rural primary schools: key Rural primary schools: key issue in educationissue in education

Efficiency, quality, Efficiency, quality, equity problems of equity problems of educationeducation

Local and school Local and school level autonomylevel autonomy

Danger?Danger?

Bastion?Bastion?

CONTEXT – 2CONTEXT – 2 Rural primary schools: Rural primary schools:

inhomogeneityinhomogeneity

Dimensions of differencesDimensions of differences

Demographic (minorities, inner Demographic (minorities, inner migration)migration)

GeograpghicalGeograpghical Quality of educationQuality of education

CONTEXT – 2CONTEXT – 2Policy implicationsPolicy implications

Regional policyRegional policy

Multi-objective small Multi-objective small regions (Act, 2004)regions (Act, 2004)

Regional Regional decentralisationdecentralisation

Educational policyEducational policy

Rationalisation: small Rationalisation: small regional levelregional level

Territorial educational Territorial educational planning systemplanning system

Education for sustainabilityEducation for sustainabilityOrigins and brief historyOrigins and brief history

Before transitionBefore transition 1960s- 1980s 1960s- 1980s

mid 1990s- mid 1990s- 1995-98, 20001995-98, 2000 1996-1996-

2000- 2000- EU, NDP 1EU, NDP 1

not in common talknot in common talk appearance of, experiments in appearance of, experiments in

environmental educationenvironmental education legal activitylegal activity NCC, FCNCC, FC International co-operations (EU, International co-operations (EU,

OECD)OECD) Central development - NIPE Central development - NIPE HRDP1, SuliNovaHRDP1, SuliNova

Research on education for Research on education for sustainabilitysustainability

(knowledge on the issue-1)(knowledge on the issue-1)

PHARE, 1992PHARE, 1992

OECD, CERI, 1994OECD, CERI, 1994

MTA, OTKA, 1994-97MTA, OTKA, 1994-97

ReferencesReferences((knowledge on the issue-2)knowledge on the issue-2)

Sustainability as a broad social and Sustainability as a broad social and economic issue, UNeconomic issue, UN

Environmental consciousness, Environmental consciousness, sustainability as a European issue, sustainability as a European issue, EUEU

Agenda for education for Agenda for education for sustainability, USAsustainability, USA

OECD-ENSI networkOECD-ENSI network

Present statusPresent status

Education for sustainability as a Education for sustainability as a complex interdisciplinary and LLL complex interdisciplinary and LLL paradigm: since the 2000sparadigm: since the 2000s

Public thinkingPublic thinking Education policyEducation policy Civil movementsCivil movements ‘‘Strong islandsStrong islands’’

FREQUENT MODELSFREQUENT MODELS

Forest schoolsForest schools Eco-schoolsEco-schools Zoo-pedagogy, programmes of Zoo-pedagogy, programmes of

National Parks, Forestries, National Parks, Forestries, companiescompanies

Division of forest schools and eco-Division of forest schools and eco-schools, %schools, %

CapitalCapital Big cityBig city Other cityOther city VillageVillage NN % of gen. % of gen. schoolsschools

2001/022001/02

Forest Forest schoolschool

1616 3131 3232 2121 420420 12,312,3

Eco schoolEco school 40,940,9 18,218,2 18,218,2 12,712,7 2222 0,60,6

Gen.schoolGen.schooltotaltotal

10,310,3 13,313,3 22,922,9 53,553,5 34233423 100100

2005/062005/06

Forest Forest schoolschool

13,113,1 19,319,3 27,727,7 39,939,9 358358 10,910,9

Eco-Eco-schoolschool

23,123,1 23,123,1 31,231,2 22,622,6 208208 6,36,3

Gen.schoolGen.schooltotaltotal

10,510,5 13,613,6 22,922,9 53,053,0 32933293 100100

Good Good examplesexamples of education for of education for sustainability in some rural areassustainability in some rural areas

Projects of Hungarian Association for Projects of Hungarian Association for Environmental EducationEnvironmental Education

Environmental education in TelkibányaEnvironmental education in Telkibánya School management and environmental School management and environmental

education in Algyőeducation in Algyő School and local community programmes School and local community programmes

in the Dörögdi basinin the Dörögdi basin

Challenges for small rural Challenges for small rural schoolsschools

Economic perspectivesEconomic perspectives Social backgroundSocial background Inner migrationInner migration Human resourcesHuman resources Public educationPublic education Decentralisation, divergent and Decentralisation, divergent and

organic development of regions, small organic development of regions, small regionsregions