The EU Knowledge of Secondary School Students in Hungary: Based on an Action Research Miklós Horváth JEAN MONNET EU 2.0 CONFERENCE LEARNING EU AT SCHOOL AUGUST 30, 2014, Babeș-Bolyai University Research Method • • • • • • Aim: to examine the quality and quantity of knowledge Field research: November and December 2013 219 students, 6 secondary and 2 vocational schools (BUD) Data: a lecture of 45 minutes (interaction), questionnaires Conclusions / implications Results: New Pedagogical Review, Hungarian Institute for Educational Research and Development, Ministry of Human Resources, 2014 (3-4). 69-78. Review of Existing Literature • Kariko Sandor (2001): Az europai dimenzio es az europaisag. Új • • • • • • Pedagógiai Szemle, 7–8. sz. 242-247. Vass Vilmos (2000): Az europai dimenzio pedagogiai megkozelitesei. Új Pedagógiai Szemle, 12. sz. 108-119. Bathory Zoltan (2000): A kozoktatas europai dimenzioi. In Zarandy Zoltan (szerk., 2000). Európa az iskolában – az iskola Európában: Kézikönyv az oktatás európai dimenziójáról. Simon Katalin és Gaspar Mihaly (2013): The Increase in EU Knowledge of Pedagogues and Students Taking Part in the Expanding Horizons Project. Mihaly Otto (2002): Az EU-dimenzio: tantervek, programok es az adaptacio lehetősegei. Új Pedagógiai Szemle, 1.sz. 4-15. Horvath H. Attila és Vass Vilmos (2002): Az europai oktatasi programok hazai adaptacios lehetősegei. Új Pedagógiai Szemle, 1. sz. 16-24. Varga Eszter (2007): Kompetenciafejlesztes: az Europai Unios ismeretek szerepe a munkaerő-piaci megfelelesben. Új Pedagógiai Szemle, 11. sz. 118-121. 1) Students knowledge on the European Union, its institutions, the history of its development, and its political and economic activities • The large majority of students, i.e. 68%, claimed that they did not have any, or had only a little knowledge on the EU. Only 32% felt that they heard a lot about the Union and had the sufficient knowledge to form an opinion on EU matters. • Students know the historical development of the EU while have little knowledge as regards to the political actors, the EU institutions and the decision-making processes. • Providing more information on the functioning of EU institutions, the reasons for their existence, their headquarters, main steps of the development of European integration, the EU treaties and those events which have Hungarian relevance (while avoiding indoctrination) • Grade 12: 52% (so, more than the half) of the 92 respondents (those who will soon leave school) claimed that they know little or nothing at all about the EU. 48% of them heard a lot about the Union. • 50% of students felt that their knowledge significantly developed during my lecture about the institutional framework of the EU. • the knowledge of the majority of students did not develop notably in the course of years. 2) Students and the European Parliament • 57% of the 219 students claimed they would participate in • • • • EP elections if they reach the voting age. 43% would not or unsure Reasons of hesitation: they do not know much of the mission of the EP or the stake of elections Don’t feel that they could change anything or influence the development of European politics with their votes. Improvement: explanation of the mission of the EP, what it means it is the only directly elected EU institution, whom they vote for in every 5 years and what the elected members of the EP do. • Grade 12: 62% of students would vote while 38% would not or unsure • Grade 9-11: 54% would vote, 46% would not or unsure • Grade 12: 38% demonstrate a slight change in the attitude but interest did not increase significantly (compared to the 46%) • They did not know the majority of the Hungarian members of the EP, they did not recognize their political affiliations or the exact numbers of the deputies delegated to the EP. 3) Europhile or Eurosceptic? • 53% of the respondents consider themselves to be Europhile, 15% identify themselves with the term Eurosceptic while 32% are not able to decide • Grade 12: 50% Europhile, 21% Eurosceptic, 28% unsure • The advantages as well as the disadvantages of EU membership should be explained to students so that they could form a strong opinion. Challenges and Opportunities (Conclusion) • Hungarian national curriculum is vast. • Secondary education does not talk much about the present (contemporary developments). • Teachers should encourage students to follow media • Online and printed media: concentrate on EU politics • Hungarian representations of the EP and EC: increase visibility and resources • Government and opposition parties (political and economic circumstances) should display a stronger commitment to European unity Thank you very much for your attention!
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