The Hungarian National Round Table took place at 27th of September 2013 in Pécs (University of Pécs, Paulus Café) with participation of 45 university and civic experts, university students. In Hungary one of the purposes of organizing SIRIUS National Roundtable independently from the Ministry of Human Resources was the political double talk of the policy makers. Our strategy is to find international partners (like ministries and universities) to appeal the ministry to create a more congruent context of the migrant and Roma policy issues. Organizers planned this roundtable as a work and strategic conference with the presence of university students and lecturers. For the wider publicity they would like to organize a larger event, a conference with the participation of more network member to send clear and visible messages to the government and the society.
This event contained two parts: a conference and a strategic workshop. Ferenc Arató the national coordinator of SIRIUS Network presented the aims and work of the SIRIUS Network in his opening. Presentations were the following:
András Kováts, Menedék (Hungarian Association for Migrants):
A critical analysis of the European indicators evaluating the policy framework of the education of migrant pupils.
What are the dimensions in which we conceptualise and evaluate policy measures on the education of migrant pupils? What do these indicators measure and what not? How do Hungarian teachers assess the EU Commission’s policy recommendations on the education of migrant pupils?
Norbert Szűcs (University of Szeged):
Public education desegregation models in multi-school settlements
What kind of desegregation strategies can be implemented in multi-school settlements? How can be the level of „rigid” integration exceeded? What are the main phases of desegregation process? What are the requirements of a successful desegregation?
Aranka Varga (Romology Research Center, University of Pécs):
International approach of inclusion in the historical development of the last twenty year and in social and educational context
How the concept of inclusion has changed from disabled people in school to social inclusion of every people? How can we define inclusion in equality context? How can we characterize the concept of inclusive education nowadays?
Sara Bigazzi, Institute of Psychology, University of Pécs:
Multiple Me – The necessity for dialogue
Dialogue and knowledge, dialogue and identity, dialogue and community. Obedience or dialogue? What are the conditions of dialogue? what are the conditions of intercultural dialogue in public education?
Renata Anna Dezső, Institute of Educational Sciences, University of Pécs
Neurodiversity. A new approach for viewing and treating us, neurologically diverse individuals each – an emerging theory from overseas in a nutshell
„We are all individuals! – No, I’m not!” Abnormal, atypical or simply different? Eight principles of neurodiversity! Why our disability culture needs conceptual change and that of general approaches?
Ferenc Arató (national coordinator of SIRIUS, University of Pécs)
Desegregation and inclusion – a subsidiary model of education system development ignored
Do we have evidences, models for inclusion and desegregation in system level? What are the pillars of a subsidiary and cooperative model? What can we do for re-implementation of this model?
Péter Heindl (ex-member of the Anti-Segregation Roundtable):
Civics at the Anti-Segregation Roundtable – The necessity for collaboration
What happened? Why we should have stepped out? Political double talk – contradiction in communication and legislation of the ministry
Conclusions that came up during National Round Table strategic workshop
- Public educational institutions need autonomy in creating pedagogical programs and curricula but desegregation needs obligatory interventions.
- Subsidiarity and cooperative structures are key elements for effective and efficient implementation: individualization, cooperation, horizontal learning and authentic assessment are needed not only in the case of the learners but in the case of the teachers and institutions as well.
- Subsidiary and differentiated supports, training and mentoring services for schools should be provided long lasting (independently from the actual government) and should contain quality insurance system of monitoring and mentoring. The importance of participative, horizontal learning in effective and efficient implementation is inevitable.
- Local communities (parents, families, neighborhood, stakeholders, inter-sectorial partners etc.) should be involved structurally into the developmental process. Critical publicity of the implementation process should be part of the local, regional and policy level of the developmental process.
- Research, development, training and practice in teacher training (pre- and in-service) recommended working together in a synergic way dislodging the academic hierarchy of these dimensions. Gaps between research and development discourses, between training and good practice discourses erode the advocacy or/and the empowerment of the teachers, developers and by this the empowerment of the learners.
Strategies that came up during National Round Table about SIRIUS future in Hungary:
- Hungarian NRT would like to enhance congruent discussions about the issues of inclusion in education within the policy discourse of Hungary. For this reason they would like to launch international cooperation among ministries focusing the recently hidden results of the last two decades of inclusive practices and models of the Hungarian public education.
- Hungarian NRT would like to present of the approaches and results of the Hungarian scientific research and development discourse within the international discourse of de-segregation, integration and inclusion. For this reason we will organize a wider network of the national SIRIUS network and common projects with universities, research and development centers from the international SIRIUS network.