The first framework curricula for public education in Hungary were published in 2000. At the time – in accordance with the educational policy of the period – they were to be compulsory for all public educational institutions. After the 2002 governmental change these framework curricula ceased to be compulsory. Then, gradually, further framework curricula were developed. Some of them were developed for a particular type of school (primary, secondary grammar, etc.), some other for specific subjects or subject areas. As a result of a one-and-a-half-year developmental work, in2013 anew set of framework curricula covering all types of schools was completed. Their gradual introduction starting from the first grade of each type of school is again compulsory.

In our presentation we will talk about two related research projects.

We carried out the first project before the new set of framework curricula was developed, between December 2011 and March 2012. It was called ’The study of the institutional implementation practice of current framework curricula’ and its aim was to explore which curricula proved to be good in practice, what changes took place during school adaptation, what modifications were needed, etc.

The second project is in preparation phase. We plan to carry it out from March to May 2014. It aims to repeat the relevant elements of the previous project, that is to study the implementation practice of the new framework curricula. We intend to explore how and to what extent the new framework curricula were built into the pedagogical programmes and local curricula of  different schools from grades 1 to 12. An important element of the process is to study the utility of the new curricula. Our central concern is to to examine if the structure of the new curricula, which was developed on the basis of results from the previous project, proves  efficient. As the two research projects were / are carried out in different regulational environments, the areas involved have been modified, new areas will appear, emphases will be shifted, and furthermore the use of the results will differ significantly.

 The hypotheses of the second research project:

• Presumably institutions will differ considerably as to how deep their adaptation processes were, who and to what extent were involved in developing local curricula. At one end of the scale are institutions that added the least necessary to the framework curricula involving the smallest possible group of people, at the other end are schools that developed real local curricula through a creative interpretation process. The question is how schools are distributed along the scale between these two ends and which end is a typical school closer to. We presume it will be closer to the first type described, and that the distribution will be shaped accordingly.
• Similarly, they are likely to be heterogenous as to what problems they were faced with and how they reacted to them – both in the development and the implementation phase. Presumably the problems could be identified and typified – at least  from one point of view: whether they are originated in the framework curricula themselves or some outside factors (shortage of time, lack of experience, etc.).
• As the introduction of the new content regulations is a long process and only started less than a year ago, no great changes should be expected in the pedagogical practice of schools. All the more so because in the Hungarian educational system exit regulations have always had stronger effects than curricular changes.

 The poster will also show the results of this second research project.

Csapó, Benő (ed) (2002): Literacy at School. Osiris Kiadó, Budapest European Union (2013): The Strive for Smart, Sustainable and Inclusive Growth in: Yan Wang (ed.): Education Policy Reform Trends in G20 Members. Springer. Letschert, Jos (ed) (2005): Curriculum development re-invented. SLO. Leiden, The Netherlands Perjés, István - Vass, Vilmos (2009): Competencies in the curricula. Aula Kiadó, Budapest Perjés, István - Vass, Vilmos (2008): The Development of the Curricula Theorie. Új Pedagógiai Szemle, March 2008, Budapest