Az IKT szerepe a kompetencia alapú oktatásban

THE EDUCATION INFRASTURCTURE IN HUNGARY I.

The number of personal computers and users in educational institutions

2008/2009

Number of computers

Number of students

5 342

20 253

1 968

16 966

537 823

101 042

6 918

232 682

321 819

32 407

66 071

62 587

84 851

190 228

0 100 000 200 000 300 000 400 000 500 000 600 000

Kindergartens

Primary (general) schools

Vocational schools

Special vocational schools

Secondarygeneral schools

Secondaryvocational schools

Tertiary education

The penetration of laptops (%)

The proportion of laptopos related to all PC’s (%)

0%

20%

40%

60%

80%

100%

educational institutions central budgetinstitutions

local governmentinstitutions

public healthinstitutions

0%2%4%6%8%

10%12%14%

educationalinstitutions

central budgetinstitutions

local governmentinstitutions

public healthinstitutions

2007

2008

Interactive whiteboards (about 3800)

Digital „serving trolley (in every high school)

SULINET Digital Knowledge Base

THE EDUCATION INFRASTURCTURE IN HUNGARY II.

NEMZETKÖZI MUTATÓKEuropean (full population) digital literacy by COQ index

EU15 average: 0,81Hungary average: 0,3

Students without ICT skills

EU25 average: 4 Hungary average: 19

INTERNATIONAL INDICATORS

12,5%

12,5%

62,5%

50%

62,5%

87,5%

87,5%

87,5%

50%

12,5%

37,5%

37,5%

0,0% 20,0% 40,0% 60,0% 80,0% 100,0%

There is a significantdifference between quality of educationof higher education

institutes.

Graduated studentsare not practiceoriented and not

(work) experienced.

Graduated studentshave no suitableforeign language

knowledge.

Colleges give morepractical knowledge.

Excellent ICT competencies.

Graduated studentshave the newestknowledge andcompetences.

A FELSŐOKTATÁS MINŐSÉGÉNEK MEGÍTÉLÉSE

Digital literacy (young persons, under 24 year)

EU15 average: 0,8Hungary average: 0,3

ESTIMATING ICT IN HIGHER EDUCATION

Don’t agreeAgree

ICT IN EDUCATION

Teachers, who use the internet in education

Qualified ICT professionals2003/2004

2008/2009

1 660

22 351

407

9 143 9 28811 339

123

4 4085 854

8 3329 716

2 869

0

10 000

20 000

30 000

Primary (general)schools

Vocationalschools

Special vocational

schools

Secondarygeneralschools

Secondaryvocational

schools

Tertiary education

1 775

5 548

32 319

3982 055

6 635

22 038

188 1 820

8 4737 382

2 958

0

10 000

20 000

30 000

40 000

Primary (general)schools

Vocationalschools

Special vocational

schools

Secondarygeneralschools

Secondaryvocational

schools

Tertiary education

Qualified ICT professionals

INTÉZMÉNYI TÖREKVÉSEK ÉS MUTATÓKELE SUPPORT IN EKC

12,50%

14,06%

20,31%

68,70%

87,50%

78,13%

0% 20% 40% 60% 80% 100%

eContenet in an LMS (Moodle)

Off-line econtent (CD-ROM; DVD-ROM)

Weblink database

Printable, edited documents

Scheduled tasks sending by email

eContent of professors website

MODERN INFORMATION AND COMMUNICATION TECHNOLOGY

( ICT )

TEACHER TRAINING PROGRAMS IN THE THREE CYCLES

Az IKT szerepe a

kompetencia alapú

oktatásban

Információ és társadalom A tanári mesterség IKT alapjaiElektronikus tanulási környezetekMéréses módszerek a pedagógiai kutatásokbanTudásbázisok alkalmazása különböző szaktárgyakban

SUMMARYÖSSZEGEZVE

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

Az IKT szerepe a

kompetencia alapú

oktatásban

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