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Descriptions of the legal system for assessment - Hungary

Content Regulation in Public Education

The tools of content regulation are the National Core Curriculum, the optional frame curricula and the institutional recommendations. Since September 2004 new content and developmental trends were described in the National Core Curriculum as a strategic document.  The available curricular alternatives are developed by the supporting system helping the preparation of local curricula. Institutional recognition of the professional content and principles are identified by the National Core Curriculum, and their incorporation into local regulations are insured by the optional frame curricula and related educational programmes.

Pedagogical programmes of educational institutes were reviewed based on the National Core Curriculum. The system of educational goals are set by the new central and institutional content regulating documents based on which the success of individual institutes and public education as a whole may be assessed and measured.

When developing their own local pedagogical programmes and curricula, the following are taken into consideration by the schools: relevant parts of the law of public education and the National Core Curriculum, the optional frame curricula, the dormitory pedagogy, the local goals and opportunities of education, the maintainer’s requirements concerning school education as described in the document of “quality governance policy”, the parents’ expectations and their children’s individual needs.

Content Regulation and the specific care requirements of pupils with special education needs

The National Core Curriculum is also the basic document of the school education of children with special education needs. According to their specific needs schools may use the National Core Curriculum when developing their pedagogical programmes. Educational and development content described in the basic document are required of all children in spite of the individual differences among them. Individual differences among pupils are taken into consideration by the schools when developing educational programmes. Disability is such a form of differences among pupils, which makes differentiation on a larger scale and application of special methods and additional educational services necessary. Goals, tasks, content, activities and requirements concerning the development of pupils with special education needs must be shown in the institutes educational and quality assurance programme, in the local curricula, in the teaching-learning programme in connection to the thematic units in the individual development plans.

Provision of Habilitation and Rehabilitation

The whole educational system of Public educational institutes taking part in the education of pupils with special education needs is determined by the overall long term habilitation/rehabilitation goals and tasks described in the institution’s documents. The habilitation, rehabilitation activities are accomplished in team work and through an organised open teaching-learning process requiring the processes timeframe, tools, methods and therapies depending on the needs of the individual group. The factors influencing the content of the habilitation/rehabilitation activities are the following: the type of disability, its degree, its time of formation, the age of the pupil in need of special education, his/her health conditions, physical and psychological status, improvability, abilities, skills, cognitive functions and acquired knowledge.

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