A Forgotten Moment in Education Policy A Hungarian-Swedish Case Study from the Early 1970s
Keywords:
Central and Eastern Europe, Educational reform, IEA, Torsten Husén, Zoltán Bathory
Abstract
After the brutal uprising of 1956, there was a decade of gradual reform in Hungary under the Kadar regime. As part of this decade of reform, Hungary received permission to join the IEA (International Association for the Evaluation of Educational Achievements), an organisation that had been established in the late 1950s by the well known Swedish educator and researcher Torsten Husén, who played an intermediary role in education policy between the West and the East. One step in fulfilling this role was his initiation a summer school under the umbrella of the IEA in the Swedish resort area of Graenna. The Hungarians were the only delegates from behind the Iron Curtain to participate. For them, it was a unique experience to view the centralised Swedish welfare state with contributions of American liberal democracy and education. This summer school of 1971 has since been forgotten, yet most of the initiatives of education policy after the political turn of 1989/90 have their roots there. This is especially true of the work and career of the well known Hungarian educator and a follower of Husén, the late Zoltán Bathory.Downloads
Download data is not yet available.
References
Ballér, E. (1994). Tantervelméleti paradigmaváltások a a magyar neveléstörténetben [Changes of Curriculum Paradigms in the Hungarian History of Education]. Educatio, 3(3), 355-66.
Bloom, B. S. et al. (1971). Handbook of Formative and Summative Evaluation of Student Learning. New York: McGrow-Hill.
Coleman, J. S. (1966). Equality of Educational Opportunity. Washington DC: Government Printing Office.
Comber, L. C., & Keeves, J. P. (1973). Science Education in Nineteen Countries. Stockholm: Almqvist, Wiksell.
Coombs, Ph. H. (1968). Az oktatás világválsága [The World Crisis in Education: The View from the Eighties]. Budapest: Tankönyvkiadó.
Hajtman, B. (1971). Bevezetés a matematikai statisztikába [Introduction to Mathematical Statistics]. Budapest: Akadémiai.
Havighurst, R. J. (1962). Growing Up in River City. New York: Wiley.
Havighurst, R. J. (1966). Education in Metropolitan Areas. Boston: Allyn and Bacon.
Havighurst, R. J., & Neugarten, B. L. (1962). Society and Education. Boston: Allyn and Bacon.
Husén, T., & Boalt, G. (1967). Educational Research and Educational Change. Stockholm:
Almqvist, Wiksell.
Husén, T., & Postlethwaite, N. T. (1988). International Encyclopaedia of Education: Research and Studies. Oxford: Pergamon Press (Elsevier).
Husén, T. (1969). Talent, Opportunity and Career. Stockholm: Almqvist, Wiksell.
Jensen, A. (1969). How much can we boost IQ and scholastic achievement? Harvard Education
Review, 39(1), 1-133.
Kagan, J., & Havemann, E. (1968). Psychology: An Introduction. New York etc: Harcourt, Brace.
Kiss, Ã. (1977). Műveltség és iskola [Lifelong Learning and the School]. Budapest: Akadémaiai Kiadó.
Kiss, Ã. (Ed.) (1970). Ötödik nevelésügyi kongresszus I-II [Fifth Educational Congress]. Budapest.
Kozma, T. (1969). Tudásmérés húsz országban. Beszélgetés T. Neville Postlethwaite-tal [Measuring Student Achievement in 20 Countries. An Interview with T. Neville]. Postlethwaite Köznevelés, (7), 23-25.
Kozma, T. (1972). Neveléstudományi kutatás és oktatásügyi reform [Educational Research and
Education Reform]. Pedagógiai Szemle, 22(1), 90-92.
Kozma, T. (1979). Az iskola mint a tanÃtás-tanulás szervezeti kerete [Schools as Fields of Teaching and Learning Environments]. In A. Kiss, (pp. 442-79).
Kozma, T. (2001). Paradigmáink [Paradigms]. Iskolakultúra, 11(10), 3-14 .
Mead, M. (1970). Culture and Commitment. New York: The Natural History Press.
Nagy, S. (1966). A didaktika alapjai [Principles of Didactics]. Budapest: Akadémiai.
Pléh, Cs. (1992). Pszichológiatörténet [History of Psychology]. Budapest: Gondolat.
Pukánszky, B., & Németh, A. (1997). Neveléstörténet [History of Education]. Budapest: Nemzeti Tankönyvkiadó.
Szebenyi, P. (1992). Tantervfajták külföldön [Curriculum Types Abroad]. In N. Horánszky (Ed.),
Tantervek külföldön. A tantervelmélet forrásai 15, (pp. 355-66). Budapest: Országos Közoktatási Intézet.
Tyler, R. (1970). Basic Principles of Curriculum and Instruction. Chicago: Chicago University Press.
Walker, D. A. (1976). The IEA Six Subject Survey. New York: John Wiley.
Bloom, B. S. et al. (1971). Handbook of Formative and Summative Evaluation of Student Learning. New York: McGrow-Hill.
Coleman, J. S. (1966). Equality of Educational Opportunity. Washington DC: Government Printing Office.
Comber, L. C., & Keeves, J. P. (1973). Science Education in Nineteen Countries. Stockholm: Almqvist, Wiksell.
Coombs, Ph. H. (1968). Az oktatás világválsága [The World Crisis in Education: The View from the Eighties]. Budapest: Tankönyvkiadó.
Hajtman, B. (1971). Bevezetés a matematikai statisztikába [Introduction to Mathematical Statistics]. Budapest: Akadémiai.
Havighurst, R. J. (1962). Growing Up in River City. New York: Wiley.
Havighurst, R. J. (1966). Education in Metropolitan Areas. Boston: Allyn and Bacon.
Havighurst, R. J., & Neugarten, B. L. (1962). Society and Education. Boston: Allyn and Bacon.
Husén, T., & Boalt, G. (1967). Educational Research and Educational Change. Stockholm:
Almqvist, Wiksell.
Husén, T., & Postlethwaite, N. T. (1988). International Encyclopaedia of Education: Research and Studies. Oxford: Pergamon Press (Elsevier).
Husén, T. (1969). Talent, Opportunity and Career. Stockholm: Almqvist, Wiksell.
Jensen, A. (1969). How much can we boost IQ and scholastic achievement? Harvard Education
Review, 39(1), 1-133.
Kagan, J., & Havemann, E. (1968). Psychology: An Introduction. New York etc: Harcourt, Brace.
Kiss, Ã. (1977). Műveltség és iskola [Lifelong Learning and the School]. Budapest: Akadémaiai Kiadó.
Kiss, Ã. (Ed.) (1970). Ötödik nevelésügyi kongresszus I-II [Fifth Educational Congress]. Budapest.
Kozma, T. (1969). Tudásmérés húsz országban. Beszélgetés T. Neville Postlethwaite-tal [Measuring Student Achievement in 20 Countries. An Interview with T. Neville]. Postlethwaite Köznevelés, (7), 23-25.
Kozma, T. (1972). Neveléstudományi kutatás és oktatásügyi reform [Educational Research and
Education Reform]. Pedagógiai Szemle, 22(1), 90-92.
Kozma, T. (1979). Az iskola mint a tanÃtás-tanulás szervezeti kerete [Schools as Fields of Teaching and Learning Environments]. In A. Kiss, (pp. 442-79).
Kozma, T. (2001). Paradigmáink [Paradigms]. Iskolakultúra, 11(10), 3-14 .
Mead, M. (1970). Culture and Commitment. New York: The Natural History Press.
Nagy, S. (1966). A didaktika alapjai [Principles of Didactics]. Budapest: Akadémiai.
Pléh, Cs. (1992). Pszichológiatörténet [History of Psychology]. Budapest: Gondolat.
Pukánszky, B., & Németh, A. (1997). Neveléstörténet [History of Education]. Budapest: Nemzeti Tankönyvkiadó.
Szebenyi, P. (1992). Tantervfajták külföldön [Curriculum Types Abroad]. In N. Horánszky (Ed.),
Tantervek külföldön. A tantervelmélet forrásai 15, (pp. 355-66). Budapest: Országos Közoktatási Intézet.
Tyler, R. (1970). Basic Principles of Curriculum and Instruction. Chicago: Chicago University Press.
Walker, D. A. (1976). The IEA Six Subject Survey. New York: John Wiley.
Published
2012-06-30
How to Cite
Kozma, T., & Tőzsér, Z. (2012). A Forgotten Moment in Education Policy A Hungarian-Swedish Case Study from the Early 1970s. Center for Educational Policy Studies Journal, 2(2), 55–69. https://doi.org/10.26529/cepsj.385
Section
FOCUS
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
