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The School Year 2020-2021 in Hungary During the Pandemic

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The School Year 2020-2021 in Hungary During the Pandemic The school year 2020-2021 in Hungary during the pandemic Country report Monostori, Judit 2021 This publication is a Technical report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. For information on the methodology and quality underlying the data used in this publication for which the source is neither Eurostat nor other Commission services, users should contact the referenced source. The designations employed and the presentation of material on the maps do not imply the expression of any opinion whatsoever on the part of the European Union concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. Contact information Name: Yves Punie Address: Calle Inca Garcilaso 3, 41092 Spain Email: [email protected] Tel.: +34 9544-88229 EU Science Hub https://ec.europa.eu/jrc JRC125455 PDF ISBN 978-92-76-38671-1 doi:10.2760/062696 Luxembourg: Publications Office of the European Union, 2021 © European Union, 2021 The reuse policy of the European Commission is implemented by the Commission Decision 2011/833/EU of 12 December 2011 on the reuse of Commission documents (OJ L 330, 14.12.2011, p. 39). Except otherwise noted, the reuse of this document is authorised under the Creative Commons Attribution 4.0 International (CC BY 4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means that reuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of photos or other material that is not owned by the EU, permission must be sought directly from the copyright holders. All content © European Union, 2021, unless otherwise specified How to cite this report: Monostori, J., The school year 2020-2021 in Hungary during the pandemic - Country report, Publications Office of the European Union, Luxembourg, 2021, ISBN 978-92-76-38671-1, doi:10.2760/062696, JRC125455. Contents Abstract ....................................................................................................................................................................................................................................................................... ii Foreword ..................................................................................................................................................................................................................................................................... 1 1 Executive summary ................................................................................................................................................................................................................................. 2 2 National Context and State of the Art .................................................................................................................................................................................. 4 3 Results ................................................................................................................................................................................................................................................................. 6 3.1 Planning for and adjusting to 2020/2021: approaches and patterns ...................................................................................... 6 3.1.1 Education Authorities in the 2020/2021 academic year .................................................................................................... 6 3.1.2 Infrastructure background: computer facilities and internet access ....................................................................... 6 3.1.3 Adaptation to the new educational environment: from individual teacher strategies to more uniform operation at the school level ................................................................................................................................................... 7 3.1.3.1 Unified digital system on school level .................................................................................................................. 7 3.1.3.2 Develop ICT skills ....................................................................................................................................................................... 8 3.1.3.3 More uniform regulation of digital lessons ...................................................................................................... 8 3.1.3.4 Closer teacher cooperation .............................................................................................................................................. 9 3.1.3.5 Collection of digital teaching materials ............................................................................................................ 10 3.1.3.6 More adequate learning burdens ............................................................................................................................ 10 3.2 The practice of teaching .................................................................................................................................................................................................... 10 3.2.1 Pedagogical practices developed ............................................................................................................................................................ 10 3.2.2 Changes / adaptations in assessment ............................................................................................................................................... 11 3.2.3 Individualizing education ................................................................................................................................................................................ 11 3.2.4 The role of extracurricular activities .................................................................................................................................................... 12 3.3 Inequalities in education and vulnerable students .................................................................................................................................. 12 3.3.1 Inequalities at institutional/school level ........................................................................................................................................... 12 3.3.2 Vulnerable students ............................................................................................................................................................................................. 13 3.4 Results and consequences of the digital teaching ................................................................................................................................... 14 3.4.1 Learning gap ............................................................................................................................................................................................................... 14 3.4.2 Changing teacher roles ..................................................................................................................................................................................... 15 4 Lessons learned: Conclusions and recommendations ........................................................................................................................................ 17 4.1 Conclusions..................................................................................................................................................................................................................................... 17 4.2 Recommendations ................................................................................................................................................................................................................... 18 References ............................................................................................................................................................................................................................................................. 19 Annexes .................................................................................................................................................................................................................................................................... 21 Annex 1. The sample and method ......................................................................................................................................................................................... 21 i Abstract This report describes the experiences of Hungarian public education in the 2020/21 academic year, during the COVID-19 epidemic. We focus primarily on describing the teaching practices, the teaching methods used that arose during the school closures period. In secondary schools, this meant two-thirds of the school year, while in primary schools it meant a much shorter period. The report is based on a qulitative study of teachers, school principals, students, parents and a representative of a trade union of teachers
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