English language studies and articles from OKI's R&D centres.


  • Petra Földes – Márta Kőrös-Mikis • Best Practice in the Application of ICT at the Primary School Level
    The aim of research conducted by the National Institute for Public Education (OKI) during the 2005/2006 school year was to investigate the utilisation of ICT and the adaptation of digital teaching methods in the introductory phase of education.
  • Zoltán Németh • On the Road to the Information Superhighway • Using ICT in 1st grade classes at Móricz Zsigmond Primary School, Győrszentiván, Hungary
  • Strategies for reform and innovation in Hungarian public education • by Judit Lannert
    This is the Hungarian country note prepared by Judit Lannert for the 2nd Schooling for Tomorrow Forum “Learning from Schooling for Tomorrow – Advancing the International Toolbox” held on June 6 – 8th, 2004 in Toronto, Ontario, Canada.
  • The CEPA’s Internship Program
    In order to promote the development of international dimensions in educational policy planning, the Centre for Educational Policy Analysis (CEPA) welcomes colleagues from abroad to cooperate on a speific project...
  • Éva Balázs • Quo vadis School Management?
    The study focuses on some of the changes in educational management in Hungary from the beginning of the 90s to the turn of the millennium and the years after. Besides the composition, the personal and professional features of school directors the study reviews the changes in management training and professional in-service training, which is regarded to be important as these changes are not independent from the educational priorities and policy regulations of the given period...
  • Governing schools and education systems in the era of diversity • by Gábor Halász
    A paper prepared for the 21st Session of the Standing Conference of European Ministers of Education on „Intercultural education: managing diversity, strengthening democracy” (Athens, Greece, 10–12 November 2003 – Council of Europe).
  • Márta Kőrös-Mikis • ICT for Children
    Preparing children for the information society is the prominent task of public education and should be started at as early an age as possible. The National Institute for Public Education (NIPE) has been conducting research and development since the 1990s in the interest of applying information technology effectively among kindergarten and elementary school children to assist in developing their skills and knowledge. In 2003 the Learning Development Centre of the NIPE set up a special workshop: CHILD INFORMATICS, dedicated to children‘s ICT. The members of this workshop succeeded in elaborating useful programs contributing to ICT-based didactic materials available to teachers. The paper includes some examples from among the project experiences to date.
  • Gábor Halász • European co-ordination of national education policies from the perspective of the new member countries
    On 16 April 2003, the heads of state of ten countries (Cyprus, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovenia, Slovakia) signed the Accession Treaty with the member countries of the European Union in Athens. This act opened the way for the biggest enlargement in the history of the Union...
  • Éva Balázs • National strategy and some elements of practice for the implementation of the Lisbon process in Hungary
    How can Hungary – or, concentrating on the theme of this paper, Hungarian public education – join to the Lisbon goals? Outlining the main capacities and deficiencies of public education (both policy and practice) in a country is important not (or not only) for judging the scale and perspectives of its contribution to the Lisbon goals...
  • The System of Content Regulation in Hungary • Summary
    The Centre for Educational Policy Analysis is a new Centre of the National Institute of Public Education. CEPA (OPEK) has now published its first public policy report: The System of Content Regulation in Hungary. The report’s goal is to identify problems of the Hungarian content regulation system, and to make recommendations. The Summary of the report in English can be found on the Institute’s homepage
  • The Development of the Hungarian Educational System • (A study for the 46th session of the International Conference on Education - "Education for all for learning to live together" - BIE, UNESCO)
    &ldguo;During the 1990s the Hungarian educational system – like those of other countries in the East-Central European Region – went through historic changes. The scope and direction of these changes were affected by radical social, economic and political transformations which took place in the decade following 1989, at which time the institutions of parliamentary democracy and market economy were being built and the country joined the ranks of established European democracies. During the 1990s, changes in the Hungarian public education system took place partly due to the restructuring of the social and political environments, and partly due to efforts from within the system itself...”
  • Logo from the Kindergarten to the University Level
    Our main goal for teaching informatics from kindergarten to university level for children and for students is to make learning fun and motivating. Sometimes it is necessary to teach informatics without computer and sometimes with computer. One of the biggest advantages of Logo is that it can suit all ages.
  • New Approaches of Educational Management, 2000 • by János Setényi
    This report aims to present innovations concerning quality development in the field of Hungarian educational management. The reason for the emphasis placed on quality concerning school management innovations may be explained by the transitional process of education in Hungary. Currently Hungary has one of the most decentralised systems of education in Europe. However, educational traditions are rooted in a centralised system, with great regional and local differences amongst schools, whilst the country experienced a dramatic economic crisis in the past decade. These factors challenge the decentralised way of governance and school-management. The ability to maintain and even to improve quality becomes a crucial issue or even a test of the system.
  • Innovative Schools • by Petra Földes
    The Hungarian educational system has undergone fundamental structural changes in the past decade. Its main direction has been decentralization, which has been undertaken parallel to the society's democratic transition. The deconstruction of the centralized educational management system started in the early 1980's. The aim of the process has been to create a flexible school system that is capable of reacting to the more and more differentiated social needs. This strengthened local autonomy and increased the importance of local initiatives (innovations).
  • Defining Innovative Pedagogical Practice • by Márta Körös-Mikis
    The appearance of technological wonders and their use in the field of education, however, can not automatically be regarded as pedagogical innovation. Is it at all possible to define the term, and if so, how? Education researchers at IEA were curious about the answer to this question when they assessed the role of Information Technology in the innovative pedagogical practice of different countries.
  • Arion - Conference on Quality Assurance • by Gábor Pertl
    A minőségbiztosítás az oktatásban volt a témája a Pilisborosjenőn rendezett Arion konferenciának. A minőségbiztosítás/ellenőrzés fogalmának pontos meghatározása még a témában dolgozók számára se egyértélmű minden esetben. Kérdéses az is, hogy milyen változtatásokat igényel az uniós gyakorlat hazai viszonyokra való alkalmazása.
  • Visit Report • by Bertalan Komenczi
    "In the use of information and communication technology, Finland is a front-runner in the world. It must be recognized and makes us wonder, how this small nation of farmers struggling under the arctic climate, became one of the leading high-tech countries. This is due, to more than a small extent, to their excellent educational system..."

A honlapon található adatbázisban lévő tanulmányok, egyéb szellemi termékek, illetve szerzői művek (a továbbiakban: művek) jogtulajdonosa az Oktatáskutató és Fejlesztő Intézet. A jogtulajdonos egyértelmű forrásmegjelölés mellett felhasználást enged a művekkel kapcsolatban oktatási, tudományos, kulturális célból. A jogtulajdonos a művek elektronikus továbbhasznosítását előzetes írásbeli engedélyéhez köti. A jogtulajdonos a művekkel kapcsolatos anyagi haszonszerzést kifejezetten megtiltja.