Adaptation Analysis of Some Alternative Competence-Based Education Programs’ in a Hungarian Public School

Abstract

Some international researches has proven that Hungarian students are below the desired level regarding the application of acquired knowledge in many areas. In recent years competence based education includes knowledge, attitudes and abilities, gained ground in Hungarian schools. Our research aims to analyze the sustainability of some competence based, alternative education programs in Hungarian public education. Additional objectives include: revealing the opinion, examining the impact, exploring the related experience of students, parents, and teachers towards the following competence-based education programs: „Student Cognition” „Lesson Differentiation”, „Project Based Education”, „Epochal Education”, „Cooperative Education” and „ICT tools”. Questionnaire was used as a research method, applying SPSS to evaluate our data. The survey was carried out in a public school which takes part in the dissemination of competence based trainings. Sample consists of 158 participants. Results: applying these practices students and teachers are more effective to discuss their problems, the quality of education improves. Meet the students’ age characteristics, establish better measurement and evaluation system, clearer rules. Adapt to the students’ abilities/skills increasing their self-sufficiency and performance orientation. Consequently, the new practices can be appropriate to meet the challanges of public education in the 21st century. Key words: Hungarian students, Hungarian public education, competence-based education programs.

SPECIAL TREATMENT, 2019. Vol. 5. (1.)

“…Others (e.g. Hanák, 2018;Hanák & Dorner, 2012) emphasize the role of school to shaping of lifegoals and health protective behaviors). Research confirms that the energy and perseverance of adolescents invested in attaining goals is an important motivational factor in different life-domains, such as learning competencies and academic achievement (Grant & Dweck, 2003;Mester, 2010).…”