Countries, in which the educational system is supported by research, development and innovation activities operate more efficiently than those where this system is less sophisticated. In the former countries decision making is based on evidence from quality research and development serves the knowledge building, empower local innovations and by miscellaneous means act for scaffolding the development of education towards desirable directions. These countries are considered to have a well-established innovation system in education.
This publication is a result of a project that aimed at preparing policy recommendations for the improvement of innovation in the Hungarian educational system. The work via putting innovation system in the context of education includes the assessment of the state of art in Hungary, suggests for strategic targets and highlights possible fields of action. We recommend it to all that seek the ways for making education more efficient in Hungary – and probably elsewhere too.
The project „Educating Spaces” focused on school buildings and infrastructure of educational facilities. Based on content analysis of related literature, this paper gives a brief outline of the set of quality criteria (and their context) used by the project.
This publication highlights the most relevant features of a self-evaluation tool which was developed with the aim of making ICT use more efficient in schools. The tool has been successfully piloted in several schools . For more information please visit the following site: http://ikt.ofi.hu/english/
Based on qualitative research and a review of literature of quality criteria, this collection of guidelines and leading questions provides 121 recommendations for policy-makers, school designers and users. Authors include various stakeholders and experts: architects, landscape designers, environmental psychologists, pedagogical experts, school principals, teachers and representatives of authorities.
This handbook intends to inspire inclusive design and sustainable use of educational facilities. The chapters are organised around a set of nine quality criteria and participative planning. Each chapter contains a summary in the light of learning environment model, some theoretical background and exemplar cases as well as ideas or hints from Hungary and elsewhere.