Faculty of Juhász Gyula Teachers Training College - Download Now DOC

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					I. INFORMATION ON THE INSTITUTE I.1. Introduction
I.1.1 Szeged, the host city
Szeged is situated near the southern border of Hungary, just to the south of the mouth of the Maros River, on both sides of the Tisza River. A large part of the town lies on the right bank, while Újszeged (New Szeged), a suburban district of residential housing and parks, is on the left bank of the river. Szeged is the cultural and economic centre of south-eastern Hungary, and a thriving university town famous for its open-air theatre. The city centre is marked by the medieval Tower of St. Demetrius and the stately twin spires of the Roman Catholic Cathedral (Dóm). This cathedral was built in the first decades of our century to commemorate the revival of the city after the devastating flood of the Tisza River in 1879. By Hungarian standards, Szeged is a large city with its population of 177,000 people. The climate is very favourable, Szeged is sometimes called the City of Sunshine as there is an average 2,000 hours of sunshine annually. The area of Szeged has been inhabited since Roman times. During the period of the Great Migration, from the fifth through the ninth centuries, it was a meeting place for various tribes. Because of this, the region is abundant in valuable archaeological sites. The settlement was given the rank of free royal borough in 1241, it was an important monastic centre in the later Middle Ages and during the 16 th and 17th centuries it suffered the Turkish occupation and served as an administrative centre for the Ottomans. The huge flood of 1879, mentioned earlier, turned out to be a blessing in disguise. The reconstruction that followed - with the help of Vienna, Paris, London, and other European cities - created a modern city with an exemplary layout of avenues and boulevards, that is in a pattern of eccentric circles and rays. Szeged can boast a strikingly homogenous architecture that preserves the Eclecticism and Art Nouveau styles of the turn of the century. The most prominent programs in Szeged are held within the framework of the Open Air Festival organised since 1931. Opera, operetta, musical, ballet and dance performances are shown in Dóm Square. There are also Open Air Concerts in the baroque courtyard of the City Hall. The most important concerts of the summer period with prominent foreign guest artists are those which are organised by different foundations and are held in the building of the synagogue. During the year the town’s Symphonic Orchestra delivers concerts at the National Theatre of Szeged for season ticket holders. Szeged was once a market town, now it is the economic centre of the region and is famous for food production, especially salami and paprika (the Pride of Szeged paprika is a common brand in American supermarkets also). Textiles, oil and natural gas processing, and clothing production are also significant. Unique features of local life include the inhabitants’ special dialect, their traditional occupations which were related to their lifestyle, since they used to live near the water (fishing, matting, mills on the river), the traditional forms of extensive animal husbandry, the culinary specialities, such as egg barley, “szárma”, “csőrege”, and the local folk costumes. The slippers of Szeged are still popular. Those mono-cultures which Szeged is famous for in the world came into fashion in the 18th century: First the tobacco, then the paprika became famous. Characteristics of the Szeged traditions were once defined by the religious practice of Christians, who preserved the traditions of the Middle-Ages. This background served as background for all local folk tales, songs, dances and beliefs of the inhabitants of Szeged. Various natural and historical-cultural features are under protection in Szeged region. The National Memorial Park of Ópusztaszer, with Árpád Feszty’s panorama painting, is the region’s most cherished sight. The picture itself depicts how the Hungarians occupied the Hungarian basin. In the hole of the same building there is an archaeological exhibition

showing the life of the conquering Hungarians. On the territory of the Memorial Park one can also find the remains (foundations and construction phases) of the Monastery of Szer built around the 12th century and an open-air village museum showing the elements of Hungarian folk culture since the Middle Ages till the last century.

I.1.2 The University of Szeged
On the 1st of January 2000, the newly formed UNIVERSITY OF SZEGED was founded, establishing one of the largest universities of the nation. The University of Szeged is the legal successor of József Attila University, Szent-Györgyi Albert Medical University and Juhász Gyula Teachers’ Training College and other colleges. The University of Szeged consists of 11 faculties:  Faculty of Law  Faculty of General Medicine  Faculty of Arts  College Faculty of Health Sciences  Faculty of Economics and Business Administration  Faculty of Pharmacy  Faculty of Sciences  Faculty of Juhász Gyula Teachers’ Training College  College Faculty of Agriculture  College Faculty of Food Industry  Conservatory. The University has a very rich and long history. Together with its students, professors and library it was transferred from Cluj, Rumania to Szeged following the Versailles-Washington piece treaty in 1921. The University of Szeged is the major educational service provider in the region. The number of students is 22,000, and it has a staff of 3000 professionals. As far as the quality of the academic staff and research potential is concerned, the University of Szeged is among the top three in the country. The University of Szeged is located in the Dél-Alföld region of the country, in Szeged. Teacher training programs for lower primary school (6-10 year-old children), upper primary school (10-14- year old children) and secondary school (14-18 year-old children) are all offered by the integrated institution. The Faculty of General Medicine and the Faculty of Pharmacy form the Albert Szent-Györgyi Centre of Medical Sciences named after the former professor of the University who won Nobel Prize for being the first to extract vitamin C in considerable amount. It educates General Practitioners, Pharmacists and Dentists. In the English and German language medical education provided by the Faculty of General Medicine there are hundreds of students learning, coming from several countries of the World. The College Faculty of Health Sciences trains Nurses, Social Workers and Physiotherapists. The above mentioned further faculties train Jurists, Economists, Professionals in labour and social insurance, Food Industrial Engineers and Managers, and Veterinarians. The Conservatory faculty takes part in providing Hungary with a supply of Artisans. The university with its 11 faculties has local, regional, national and international experiences in the different levels of teacher training. It is a centre for continuous in-service staff training. We have presented ourselves in international scientific committees, societies and conferences, took part in mutual teaching material development projects as participants and requested evaluators, and the institute has a long history in Socrates/Erasmus teacher and student mobility actions.

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I.1.3 The Faculty of Juhász Gyula Teachers’ Training College
The Faculty of Juhász Gyula Teachers’ Training College at the University of Szeged is the oldest teacher training institution in Hungary. Teacher training in Hungary dates back to 1873, when in the capital, Budapest, higher elementary schools for girls and for boys were set up. These separate structures were consolidated in Szeged, in 1928, and became the unified and solitary teacher training college of the country. The State Pedagogical College, which was established in Szeged at the beginning of November, 1947, replaced the State Higher Elementary Teachers’ Training College, which had been in operation there for 20 years. By 1964, the four-year, dual major training was created, which is still continued in our faculty. In 1973, the college adapted the name of Juhász Gyula, Szeged’s great poet. Since 1999, it has been the role of the Juhász Gyula Teachers’ Training College Faculty to train upper- (age 10-14) and lower (age 10-14) primary school teachers. It means that lower primary teacher training was added to the program. The institution also provides other forms of training, such as in-service training and has launched new, “non-teaching” majors as well. Apart from teaching, the college is also famous for its scientific research life. The faculty is also well-known for its art- and sports education. The Faculty of Juhász Gyula Teachers’ Training College consist of the following departments (http://www.jgytf.u-szeged.hu/Erasmus/index.htm): The main building of the College - 6. Boldogasszony sgt. Szeged, H-6725 - is in the centre of the town. The following departments can be found in this building:            Department of Applied Health Sciences (++36 62 544-737) Department of Applied Social Studies (++36 62 546-081) Department of Mathematics (++36 62 544-727) Department of Computer Sciences (++36 62 546-080) Department of Technology (++36 62 546-075, 544-782) Department of Biology (++36 62 544-733) Department of Physics (++36 62 544-731) Department of Chemistry (++36 62 546-076) Department of Hungarian Literature (++36 62 546-077) Department of Hungarian Language (++36 62 544-762) Institute of Vocational-, Distance- and In-Service Training (++36 62 544-740)

12. Szilléri sgt., Szeged, H-6723 - This building is close to the Centre, it can be approached by public transport in 10 minutes.  Department of Library Sciences (++36 62 474-255/17)  Department of General Culture (++36 62 474-255/14)  Department of Foreign Languages (++36 62 474-255/26) 10. Hattyas sor, Szeged, H-6725 - It is in a walking distance from the centre (10 minutes). The following departments are there:         Department of History (++36 62 544-761) Department of Music (++36 62 544-758) Department of Rumanian Language and Literature (++36 62 546-093) Department of English and American Studies (++36 62 546-316) Department of Russian Language and Literature (++36 62 544-000/63-22) Department of Education (++36 62 546-091) Department of Psychology (++36 62 544-742) Department of Geography (++36 62 544-725) 3

     

Department of Applied Linguistics (++36 62 546-040) Department of French Language and Literature (++36 62 546-045) Department of German Language and Literature (++36 62 544-766) Department of Italian Language and Literature (++36 62 546-041) Department of Slovakian Language and Literature (++36 62 546-342) Institute of Lower-Primary Teacher Training (++36 62 546-091)

2-4. Topolya sor, Szeged, H-6725 - It’s within walking distance from the centre.  Institute of Physical Education and Sports Science (++36 62 544-729) 25. Szent Ferenc u, Szeged, H-6725 - It’s within walking distance from the centre.  Department of Drawing and Art History (++36 62 420-248/141,424-196)

I. 2. History of the College Faculty
The college faculty - and its legal predecessors - is as old as the teacher training in Hungary. The XXXVIII. Act of 1868 established the Higher Elementary School, which was a characteristically Hungarian type of schools. In 1873 the training of teachers for boys’ and girls’ higher elementary schools was started in two separate higher elementary school teacher training institutes in Buda and Pest. The two institutes were later named Pedagógium and Erzsébet Women’s School. The foundations of practical training were laid down by decree No. 16014 of 1879, creating the practising higher elementary school called Model Higher Elementary School (mintapolgári). The two institutes were given the “college” title in 1918. It was also at that time that the four-year education replaced the three-year long education with the aim of ensuring higher level of education. This was also the time when college students were required to attend classes at the university, too, and they also had to take examinations. Teacher training in Szeged was launched by the ministerial decree of the legendary Count Kunó Klebersberg, Minister of Education. In his letter addressed to the Supreme Authorities of all Reverends of the Roman Catholic Church he wrote as follows: “In order to reorganise teacher training for higher elementary education, I have moved the Budapest institutes of teacher training for Higher Elementary Schools to Szeged, on the 1 st of September, 1928, and have incorporated them into the local university education.” The decree united the two separate educational organisations that exist as of today and indicated that Szeged was the exclusive place for teacher training in Hungary. There was a well thought-out developmental plan behind the aim of the minister, as the new school buildings and the rich library transferred from Budapest created the possibility to lay down the physical and intellectual bases for the training. Depth of thought was also demonstrated by the fact that college education was connected to the university education of Szeged, and at the same time a practice school was built next to the college that ensured a long-term proper-level practical training. These events fitted organically into that large-scale cultural-political conception that in the 20s made Szeged into a student town and an intellectual centre of the region. There were several attempts in the 1930s to take teacher training back to Budapest, but due to the widely recognised high standard of education these attempts failed. After the Second World War higher education in Hungary was also reorganised. The Act of 1945 declared the organisation of the eight- year- long primary education aiming at the development of a unified and general cultural basis of all 6-14 year-old pupils. New types of schools, namely the primary schools were established and this fact resulted in the closing down of the higher elementary schools, and, consequently a new form of teacher training was required. With the reorganisation of the school system the State Educational College of Szeged was formed and it became the successor of the former Elementary High School 4

Teacher Training College. At this time, in 1947, the College of Education in Budapest began to operate, and in 1948 it was followed by the College of Education in Debrecen (later transferred to Eger) and in Pécs. (As the organisational framework of the four institutes was the same, they were operated through the central direction of the Ministry of Education and had unified curricula. The history of each of these four institutes ran a parallel course for decades.) Initially, until 1949 the College of Szeged trained teachers for both lower - and upper primary schools. Since 1949 the educational objective has been the training of teachers for upper primary education. In 1963 the College of Education was renamed as “Teacher Training College”. Later, in 1973, on its 100 th anniversary, the College of Szeged adopted the name of the famous poet of Szeged, Gyula Juhász, whose literary activities carried considerable motives for the education of the young. The next milestone in the history of the College was the social changes of 1989/90, known in Hungary as the “change of the regime”. Soon it became clear that the more than 120 institutions of higher education that had been gradually established in this country of nearly 10 million people were too many. They had frittered resources away and there were several parallel programs run by them. Apart from the educational difficulties which had resulted from this situation there were also serious financial problems. The merging of institutions of higher education became inevitable. After a transitional period of almost a decade the University of Szeged was born on the 1 st of January, 1999, through the integration of the institutions of higher education in Szeged. The college has joined it but remained a self-supporting faculty - the Juhász Gyula Teachers’ Training College Faculty. The main task of the faculty is still to train primary school teachers in a four-year, dual major form, where the students specialise in two fields. In the life of the faculty an important change took place when new educational forms were established. In 1998 lower primary teacher training was launched again, and with the strengthening of the Vocational Training Institute, the number of those enrolling in this program has also grown. In recognition of the importance of life-long learning our institution has obtained a leadership within national professional development programs as well as in shorter, so called post-secondary programs. In addition to these we also offer some non-teaching majors, such as cultural management, media, mental health promotion, sports management, as required by economic needs and also as a response to the challenges of our age. Both full-time and part-time students are educated in our institution. Apart from educational activities, the scientific research life of the college, as well as its art and sport activities are also significant. About one third of teachers have academic qualifications and, in addition, many outstanding artists are among staff members. As stated in the mission statement of the faculty, the institution emphatically supports those teachers who take part in various academic programs. The faculty has a defining role within the University of Szeged. It is represented in the board of the University. Because of the independent management of the faculty, it has a stable financial status. As a result, there have been several investments and renovations made that have largely contributed to improved working conditions for teachers and students alike. Student life thrives within the walls of the college. The Student Self Government is supportive of student initiatives and it represents their interests in faculty boards. We can ensure more than 700 places in two college dormitories for almost 2700 full-time students. The faculty was a significant institute of higher education in Hungary in the past, and it has kept its importance within the framework of the integration as well. The basic task of the college is to provide professionally and pedagogically well-prepared teachers for public education. We have always paid special attention to selecting candidates the most suited to a teaching career and to the manifold development of skills. One of the biggest merits of our

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program is that practical training is tightly integrated into the studies and we strive at filling the students’ timetables with a content of high quality in every respect. Apart from professional, pedagogical and psychological preparation, the teaching staff of the college faculty considers it a priority to develop and shape personality. During the nearly 130 years of our history there have been tens of thousands of students and teachers living and working within the walls of the institution. The future of the faculty is founded on that rich, creative work these people have done here. Any student entering the building can be sure that the motto on the marble plate at the main entrance - citing Dénes Kemény - is still true: “The role of the modern educator is huge: to set free all potentials of the soul.”

I.3 Education
I.3.1 The system of education in Hungary
PUBLIC EDUCATION General description As a rule, public education in Hungary lasts from age 6 to 18, though education is compulsory only until the age of 16. Formerly, the structure of public education was more homogenous: eight years of primary education was followed by four years of secondary education. Today the system has been made more versatile and flexible by introducing the 6+6, occasionally the 4+8 models. The content of education in the compulsory public school system is determined by a unified curricular framework (kerettanterv). This framework defines those major study objectives, which are minimally required from all learners in all schools. The curricular framework covers approximately 80% of the study material. Choosing the content for the remaining 20% is the responsibility of individual schools or teachers and it can be defined as part of the local curriculum. The school year generally lasts from the beginning of September to the middle of June. The national language of instruction is Hungarian, however there are schools for ethnic minorities, such as Germans, Romanians and Slovaks living in Hungary. Public education has the following levels: Pre-school education The most important function of kindergartens is to prepare children for school. In these institutions children are divided into groups according to age and they play, sing and learn in their own classes. Children, who do not attend kindergartens, take part in a one-year special preparatory program before they enter school. Primary education Until recently primary education was organised according to an eight-year system, but today in some schools four- or six-year forms also exist. The most common division of primary education is as follows: a four-year lower primary level, which is followed by a four- (or two) year upper primary education. The lower classes are taught by one teacher who is required to have a lower primary school teacher diploma; in the upper classes each subject is taught by a different teacher who has a college diploma in that given subject. The objective of primary education is to develop pupils’ basic skills and abilities, most importantly their thinking ability; thus primary education lays the foundations for acquiring new knowledge. Pupils who demonstrate profound interest in a special area, such as music, or foreign 6

languages, can be placed in classes, where the subject of their interest is taught more intensively. Disabled children, such as the mentally retarded, the blind, the visually impaired and those with locomotion disorders or with some learning difficulty, are taught in specialised institutions. Teachers who work here must first obtain a degree from a Special Education College. The integration of disabled children into regular classes is one of the to be fulfilled in the future. Secondary education  Secondary grammar schools (Gimnázium): This is the most traditional type of secondary schools in Hungary. It prepares pupils for university and college education and provides a smooth transition to jobs that do not demand special skills. This type of education is four years, occasionally, depending on the length of primary education, it can last six or eight years. At the end of their secondary school studies learners take a final examination and get a General Certificate of Education (high school diploma). In this final exam some subjects, such as Hungarian language and literature, history and mathematics are compulsory, while others are optional. These areas include foreign languages, physics, chemistry, biology and geography. From this latter group two subjects are to be chosen by learners. With the aim of bringing the secondary school final examination and the higher education entrance examination closer, applicants to higher education can opt for writing a joint written exam paper in some of their chosen subjects, such as mathematics, physics and biology.  Vocational secondary schools (Szakközépiskola): These schools offer a four-year general education (theory), followed by a two- or one- year vocational (practical) training. In addition, this type of schools also prepares learners for further studies in the given field. Besides aspects of general education, the first four years of vocational secondary education also serves as professional career orientation, providing relevant professional theoretical education, but no field practice. This period of studies also ends with a Matura. The one or two years that follow aim at vocational practical training. The certificate learners obtain in vocational secondary schools enables them either to secure a job in the given field or to further their studies at a college or university.  Trade schools (Szakképző Intézetek): Learners can acquire skilled worker qualifications here. In the first two years they are offered general education as well as some theoretical career orientation. The addition of one or two years to the program means that practical aspects of the chosen profession are also added. This kind of school does not provide full secondary school education, the secondary school certificate can only be earned by taking supplementary evening or part-time classes. In secondary education teachers with a university degree are entitled to teach. In certain cases a college diploma might also be accepted, but in this case within a period of time the teacher has to acquire a supplementary university degree. HIGHER EDUCATION General overview Study questions Institutions of higher education are usually classified as universities and colleges. Every Hungarian citizen who passed the Matura can apply for admission. Depending on their field

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of choice the applicants have to take a written and/or an oral examination in two or three subjects. The test and oral examination results are converted into points. Points can either be earned from entrance exams and/or grades received in the third and fourth years of secondary school. Extra points can be earned by successfully participating in national and international competitions and by possessing a state foreign language examination certificate. Candidates are eventually admitted in the order of their total achieved points. The academic year usually consists of two semesters: autumn and spring; and there is a longer summer holiday from July until the end of August. Each semester is divided into an active study period and an examination period. The content of education in a given major is regulated by a Ministerial order called “qualification requirements”. In order to receive a university or a college diploma all required curricular exams must be passed and certified. Depending on the type of the institution of higher education one or two foreign language examinations are also required. Finally, the diploma is obtained by writing and defending a thesis and passing a final exam in front of a board of internal and external examiners. Teacher training Students who prepare to become primary or secondary school teachers study the theory and practice of education as an important part of their curriculum in addition to studying one or two major subjects intensively,. Trainee teachers attend lectures in psychology, educational theory, history of education and methodology of instruction. They also observe classes in primary or secondary practice schools. In their final year students are required to teach a certain number of lessons on their own. In their school practice they are supervised and assisted by experienced school teachers, staff members and specialists of methodology. Institutional and administrative questions Colleges and universities are divided into departments, which are organised on the basis of various disciplines. Departments are usually headed by full professors. Members of the department staff also include associate professors, lecturers and assistant lecturers. These positions reflect a top-down professional hierarchy within which each category depends on the teacher’s academic qualification as well as on the number of years he/she spent in higher education. Doctoral degrees In Hungary it is possible to obtain a PhD degree since 1993. Earlier only the Hungarian Academy of Sciences was entitled to issue scientific degrees. The next highest degree after PhD was the Candidate of Sciences (CSc) that is no longer awarded. Several years of nationally and internationally outstanding research would lead to a Doctor of Sciences (DSc) degree. If someone wishes to be a full university professor in Hungary, he or she is required to go through a habilitation process. The degree Dr. habil. is issued by universities. Dr. habil candidates are also required to be founders of schools of research. INSTITUTIONS OF HIGHER EDUCATION
IN H UNGARY

Among the higher education institutes of Hungary there are some universities and colleges with long established traditions, others, such as the teacher training colleges, are relatively young. Although the majority of universities and colleges are under state administration, there are also some private, foundation and church institutions. Apart from undergraduate training, it is also the task of institutions of higher education to provide postgraduate, further -training, in-service training and part-time undergraduate training.

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The institutions of higher education can be classified as::  Kindergarten teachers’ training institutes: Kindergarten teachers are trained in separate institutes in the course of two years of studies.  Lower primary teacher training institutes: Teachers of the first four years of primary school are trained here. The duration of education is three years.  Teachers’ training colleges: These institutes train candidates to be teachers of upper primary education. Training lasts four years. Applicants to these institutes have to choose two majors as diplomas are only issued in a joint degree form.  Other colleges: Generally, colleges below the university level with a shorter study period train specialists for practical purposes, such as business administration or production management, to mention but a few. The duration of education is four years. The degree acquired in this school type is the equivalent of a corresponding Bachelor’s Degree.  University: Students are trained for research or development activities, as well as for executive positions. All this means that universities focus on theoretical input rather than practical training. The training period is five or six years. In some universities former college graduates can upgrade their diplomas into a Master’s degree in a shorter period of time. A university degree entitles candidates to apply for a PhD program and earn their new degree within five years, including the preparation and defence of a doctoral thesis. In June 1999 the Hungarian Parliament modified the Bill on Higher Education. According to the Bill regional university centres were to be established, incorporating previously independent universities and colleges. As a result, our institution, the Juhász Gyula Teachers’ Training College Faculty also became an integral part of a larger university framework.

I.3.2 Education at the Faculty
GENERAL CHARACTERISTICS The Faculty’s typical program is the dual major, eight semester full-time course of studies for lower and upper primary teacher training. A considerable number of students take part in the single major, six-semester language teacher training program, and also in part-time, second-diploma or further training versions of the above . Although the system of vocational training and the vocational courses offered within its framework do not belong to core institutional activities, they meet regional educational needs of considerable importance. The academic year consists of an autumn and a spring semester. The autumn semester is from the beginning of September until the middle of December, while the spring semester is from early February until mid May. Each academic term is followed by a six- week exam period. Classes are 45 minutes long and they are followed by a 15- minute break. Content elements of studies are defined by the general as well as by the local curriculum. Detailed course descriptions, the list of class topics and the description of requirements are all parts of each curricular element. By fulfilling all these requirements students of a given major can meet the diploma requirements.

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The system of education The Faculty organises education and registers performance according to the European Credit Transfer System (ECTS). The most important elements of our credit system are as follows:  One credit means 30 hours of work, that comprises in-class work (contact teaching hours) and also the time spent on individual preparation by a student of average abilities An average of two hours of individual preparation and one contact lesson represent a unit, but in case of a subject the total student working hours cannot exceed the treble of contact teaching hours. The number of credits for one semester is 30. Thus in the 8 -term system of education student diplomas are awarded for 240 credits, while in the 6- term form students have to earn a total of 180 credits in order to get their diploma.  The prerequisite of registering for a given semester is the submission of the valid course enrolment document. On-line registration and course enrolment are also allowed.  From the list of available courses students pick individually those course elements which they intend to do in the given semester. There is no restriction as to the total number of credits during course enrolment. Any form of work resulting in a credit performance is adequate for the registering process. The course registration process is either organised by the given departments or can be done online, electronically.  In the course of education all compulsory elements of the curricula (on the average 75% of all diploma requirements) have to be fulfilled; the remaining 25% should be completed from elective courses. Due to the fact that partially each single diploma contains an element of free choice, they all can be considered as different and unique.  Credits are awarded for the successful completion of course requirements, that is for obtaining the required form of performance evaluation. Assessment is based on a five- or three-grade system, and one can also get credit points on the basis of signatures denoting interim performance. The number of credits does not depend on the degree of adequacy.  The mean value of credits awarded for a semester only twice can be less than half of the credits required for a semester (15). The third such occasion would lead to the dismissal of the student.  According to separate agreements the Faculty accepts credits obtained in other institutes and includes them in the diploma. Every credit acquired within university education of a given major or of other courses not yet used as elective elements of another diploma are accepted and reckoned as internal credit values.  Students are not allowed to check out from courses denoted as compulsory in the LessonExam- and Credit Plan and which they have already registered for in a given semester In case of a failure these subjects can be registered for on two more occasions. Electives can be deleted freely from the course enrolment document, but in this case no new possibility is given to students to register for them again. EVALUATION OF THE COURSES, THE FORM OF ASSESSMENT During the study period education is carried out in a system of compulsory seminars, practical lessons and lectures. Seminars and practical lessons are smaller discussion groups specialised in certain topics, and they usually run parallel with a given lecture course. Seminars and practical lessons strongly build on active student participation, consequently attendance is compulsory. Seminar work is usually assessed on the basis of a written paper, an examination, a project, or in some cases student participation is simply acknowledged by signing the students’ gradebook. Lectures are held for large audiences, which fact makes active participation extremely difficult. That is why attendance is not compulsory, although strongly recommended. Lecture grades are usually awarded on the basis of oral or written

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exams, or in a few cases on the basis of a home assignment, covering the taught material of a semester’s work. Exam grades are to be obtained during the exam periods. The assessment of student performance is as follows: a) Five-scale system: very good good satisfactory pass fail b) Three-scale system: excellent pass fail. Practical and exam grades are given according to the five-scale system, and at least a (2),or a higher grade is required in order to complete a course successfully. The evaluation of reports is carried out according to the three-scale system. In case students fail, they are allowed to take two re-sits during the same exam period. (This rule applies to colloquia, comprehensive exams, final exams, or language exams) If the given course is accompanied with a seminar or a practical lesson, students are not allowed to take their exams prior to the completion of their seminar work. Requirements are specified by the course descriptions. MAIN FORMS OF COURSE EVALUATION The practical grade is given on the basis of practical work done by the student during the semester and it qualifies the level how he/she can apply the already acquired theoretical knowledge. Requirements of a course ending with a practical grade should be met during the academic term. The consequences of an insufficient practical grade are as follows:  If students are told at the beginning of the semester that there is no possibility to correct the practical grade, because the nature of the course does not make it possible, course fulfilment should be done in the next semester.  If there is a possibility for correction, this can be attempted on two occasions concerning one subject. The attempt should take place during the exam period and the second attempt is supervised by a panel of staff, appointed by the department head.  The report is an oral or written examination. Students’ knowledge is assessed by it. The terms and requirement are defined in the course description. Evaluation is by the three-scale system. Prerequisites of the report can be fulfilled either during the aca demic term or during the exam period.  The colloquium is an oral or written exam, which generally covers the material of a one-semester course. Colloquia can be organised during the exam period.  The final colloquium is an oral or written exam which minimally covers the material of a two-semester course.  The comprehensive exam is a final evaluation of a course and it is considered essential in terms of educational objectives. Within the framework of comprehensive exams several courses can be jointly evaluated. A written exam can form part of a comprehensive exam, but evaluation cannot be solely based on it.  The final exam covers the material of all those courses which specified in the qualification requirements. It is taken in front of a board. (For any diversion from this general description see individual course plans.) (5) (4) (3) (2) (1)

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PREREQUISITES OF DIPLOMA ACQUISITION The prerequisites of obtaining a joint majors diploma issued at the Faculty are as follows:  The accumulation of at least 240 credits, which comprises three parts: The two majors carry two-thirds of the requirements (80+80 credits), the third, so called virtual or general major, carries one third of the requirements (80 credits). Elements of the virtual major: - Subjects of general literacy (15 credits) - Educational profession module (50 credits) - Thesis (15 credits)  The fulfilment of requirements in the field of foreign languages. Currently non-language major students are to take one accredited, at least intermediate level state language exam.  The fulfilment of the physical education requirements.  The completion of the final exam in both majors. The virtual major has to be completed only once during the studies. In case of the acquisition of a new diploma only special, major-related elements of the virtual major can be reassigned. The number of credits is accepted in each further training, so the duration of education is shorter. Credit requirements of the given majors can be found in the curricula of those majors. Those elements of education, which are independent of the majors will be described in the following section.. Subjects of general literacy (Professional subjects cannot be accepted in this group.) Its share from the virtual major is 15 credits. To obtain a diploma, students have to acquire 1 x 2 credits - that is 8 credits altogether from each of the following domains:     Philosophy Ethics Economy Politology

The remaining, min. 7 credits can be acquired by free choice from the list of subjects of general literacy. Educational profession module The fulfilment of credits in the educational profession module ensures students’ preparedness for the teaching profession. There are two subject blocks. Courses in education and psychology belong to the first block, while the methodological courses, which serve the given majors as well as the teaching practice at schools belong to the other. Methodological courses are taught by specialists of the individual departments, so these courses are indicated in the course plans of the given majors, although their credit values count toward the educational profession module. In a joint majors educational form this module contributes to the diploma with 50 credits. Thesis One important prerequisite of diploma acquisition is the preparation of a thesis. The different majors have different requirements concerning the preparation and the defence of thesis works. These rules should be kept by students. A successful thesis can contribute to

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the diploma requirements with 15 credits and this should be registered as a performance independent of the requirements of the majors. Thesis topics can be chosen from the program of the individual majors, from the group of social theory subjects, or from psychology, pedagogy, educational technology or subject pedagogy. The student is obliged to choose a thesis topic in the middle of his/her studies. Suggested thesis topics and the name of potential supervisors are announced by the individual departments, and at the same time departments also define their content and formal requirements as well as the evaluation system of thesis works. Students can work on a topic of their own choice as well, in case it is professionally justifiable and there is a professional approved by the department who volunteers to supervise the thesis work. Students who take their final exams in June are obliged to hand their thesis in before March 31st of the given year. Students who wish take their final exam in January have to submit their thesis before October 31st of the given year. Thesis works are to be submitted to the Student Registration Office. Students have to defend their thesis in front of a board, the members of which are appointed by the Head of Department. One of the members is the thesis supervisor. The thesis and the defence are assessed according to the five-scale evaluation system. Physical Education It is a criterion subject, that is, no credits are attached to it, but students cannot get an absolutorium if they do not fulfil it. During the whole training period students have to register for 2 hours of physical education courses per week for 4 semesters. Language teaching for non-language majors Foreign languages are also criterion subjects. Students who have a state language exam do not have to attend language classes. Otherwise 4 hours per week are compulsory and students do foreign languages for 2 semesters. Two optional language classes per week are available during in the course of two other semesters. Final exam The completion of a final exam is required to obtain a degree in higher education in Hungary. Candidates should prove that they have acquired the knowledge as decribed by the qualification requirements and they also prove that they are able to apply the knowledge have learnt. Students of joint majors take a separate final exam in both majors. One can take a final exam if he/she has fulfilled all the requirements as described in the credit plan as well as the other educational requirements, submitted his/her thesis and it was accepted by the given department. Final exams are fully or partly oral. The final exam can consist of several parts and it can include some practical momentum as well. The final exam is to be taken in front of a board, which consists of a chairperson and 2-6 other members.

Education of majors
Undergraduate training, Part-time education
8 academic terms: chemistry, library sciences, cultural management, education, computer sciences, technology and engineering, health sciences teacher, physics, visual arts.

Second diploma courses
6 terms: English language, music, physics, geography, French language, chemistry, library 13

sciences, environmental protection, Hungarian language, mathematics, cultural management, Italian language, Russian language, pedagogy, Romanian language, computer sciences, Slovakian language, technology and engineering, physical education, history.

Professional further training
4 terms: educational management, health promotion, mental health promotion training, complete with a professional exam.

Professional exam
Citizenship studies, Ethical Studies, Possibilities of modernising the content of musical education in schools, for teachers of engineering and technology, Educational Management, for primary and secondary school teachers of Hungarian language and literature, Modern view of nature and the developmental trends of Physics in Education, Mathematics

Other forms of education that do not give a diploma:
Further training courses included in the National Training Register Art courses providing a certificate Language courses (beginner and advanced) Profession-related language courses

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