Summary Form
of linking a completed level of general education/ education phase
to a level of the HuQF
grounding phase
1. Data Sheet
1.1. Completed level of general education/ education phase: primary general education, grounding
phase
1.2. General education phase: primary general education
1.3. Laws related to linking: no. 1229/2012. (VII. 6.) Government Decision
1.4. Criteria for linking: completed Grades 1-6
1.5. Justification for selecting the completed level of general education/ education phase:
it closes the grounding phase,
it is assessment level 1 of the national competence assessment,
it is a level for changing a qualification type,
it means an input level for the obtainment of certain qualifications in VET
1.6 Documents used for completion:
Annex to no. 1229/2012. (VII. 6.) Government Decision – the levels of the HuQF
Levels 1-4 of the HuQF: the interpretation of descriptors based on documents concerning general
education
2.
2.1 List of documents and background materials collected and used for the analyses:
 Act CXC of 2011 on national general education
 No. 110/2012. (VI. 4.) Government Decree on the issuing, introduction and implementation of
the National Core Curriculum
 No. 51/2012. (XII. 21.) EMMI Decree of the Minister of Human Resources on the rules of
issuing and approval of framework curricula
 Content framework and Test Sheets of the National Competence Assessment, National Report
 Foreign Language Framework
 European Language Portfolio
2.2 Possible observations, remarks on the documents:
Collected in a separate document: Problems emerging for the descriptions of Levels 1-4 of the HuQF
related to general education and proposals for their solutions
3.
Analysis of text and content
3.1 Which are the elements in the outcome description that evidence compatibility with the adequate
level of the HuQF?
a) Knowledge:
Students possess the bases of literacy-type, not detailed knowledge contents that are general, useful to
everyone, and minimally expected in the European within that the Hungarian cultural spheres.
Knowledge primarily relates to the concrete, tangible environment, abstract knowledge mainly
occurs in the subjects of mathematics, in other domains only in an everyday sense, at basic level.
Knowledge schemes are simple, their contents are narrow.
In the topics of language, culture, communication students know the difference between mother
tongue and foreign language. They know what an aspect means. They know basic aesthetical
qualities (e.g. beautiful). They know some communication tools. They know that a text may have
several interpretations. They know some genres, word elements, hero types, and artistic forms in the
different arts. They know the concepts of and relationship between change and continuity, cause and
effect.
In the domain of information technology students know the possible peripheries of a computer. They
know the dangers of the online world. They know the basic features of the information society.
In mathematics students know the basic operations, the concepts of positive and negative numbers,
simple fractional number, place value and set, furthermore the most frequent units of measurement,
and the rules of their conversion. They know how to calculate the area and perimeter of simple plane
figures.
In the domain of social sciences students know historical events and persons. They know what social
structure is.
Students’ scientific literacy covers the knowledge of the concepts of movement to change place or
position and state of matter, the conditions of combustion, and the most important rules of fire
protection. They know the renewable and non-renewable energy sources; have basic knowledge in
the most important groups of living beings and the most important phenomena of life. They know the
main point of a healthy diet, the prevention method of the most frequent infectious diseases, and the
effects of addictions. They know that some human activities may have an environment damaging
effect, and that human health is related to environment pollution. They know the cardinal points,
some map types, and the basic phenomena of weather and climate.
b) Skills:
Students use their knowledge under control, similarly to routines, based on practised patterns.
Students are able to perform a sequence of major body movements there and back, whereas their fine
movements also extend to the use of small objects. They identify positions in space, direction of
movements and route. They confidently use directions (right, left) during movement.
They collect printed and digital information, and choose among the information materials under
teacher’s supervision. They recognise simple relations. They perform observation and experiment
under control. They interpret simple data rows and diagrams. They compare simple objects, highlight
their features. They are able to group based on the specified aspect.
In language use they are able to recall real and fictive experiences, separate the events of the past
and present, put them in a chronological order, and identify the narrator’s aspect. They realize the
relations between the picture and text. They form personal opinions of what they read. They are able
to identify and realize aesthetical qualities.
In a foreign language they understand the essence of simple texts, understand simple instructions, are
able to answer simple questions in writing and to simply communicate. They are able to creatively
use their skills, abilities for the interpretation of texts read or listened to in the foreign language and
for text creation.
They prepare, convert, form and save simple documents containing drawing and text with the use of
IT devices. They are able to write personal comments in a community site, blog or forum of the
Internet.
They are able to make well-practised calculations, execute operations, and recall the most basic
mathematical facts and properties. They apply practised schemes, and follow fundamental rules
during the solving of simple problems.
They are able to considerately use money as a value measuring means of payment.
They are able to identify in the simplest cases which human activities maintain and which pollute the
healthy environment.
c) Attitude:
At this level students’ attitudes are dominated by the emotional (affective) component; the positive
emotional attitude promotes, the negative one hinders enhancing new knowledge and accepting
experience.
Students are motivated in obtaining knowledge, and ready to accept new knowledge and experience
therefor. In addition to making native language tools more precise, they are also open to people
speaking a foreign language and their culture. They show interest, and ready to form their own
opinion. They pay attention to other students of their age groups and adults, and they actively
participate in conversations.
They need a healthy environment, and they may be characterized by fundamental healthconsciousness. They consider positive attitude to nature, sustainable and environment-conscious
attitude and acting, as well as health-conscious behaviour important. They endeavour to behave in an
energy-saving manner.
d) Autonomy and responsibility:
At this level students need guidance or pattern.
They solve well-prepared tasks that are based on controlled cooperation.
They are able to connect their personal experience and reading. They are aware of what
activities they perform themselves.
They can make assumption about the motivations of the behaviour of others, i.e. individuals
and/or groups.
They word their own opinion with others’ opinions taken into consideration as well.
If they have network presence (e.g. on a community website), they have a careful selfrepresentation. They consciously select among the television and Internet programmes as
well.
They already feel responsible for the future of environment.
3.2 Counter-verification:
The method how the National Core Curriculum and the features worded in the framework curricula
are built on one another reflects the difference between the levels and makes a distinction between the
output level and the level that is one level above.
3.3 Summarized result of the analysis:
3.3.1 Level and cycle of the qualification:
Based on the level descriptors revealed by the analysis, the end of grounding phase can be linked to
Level 1 of the HuQF.
3.3.2 Strength of the qualification level: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level
3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
3.4 Additional remarks, observations, recommendations:
The knowledge elements are dominant in linking, there is insufficient information related to the
attitude and autonomy descriptors.
4.
Analysis of other evidences (including: social analysis)
4.1 Do laws and other documents give an unambiguous guidance for the level of the qualification?
Yes, it can be unambiguously assessed as a result of the analysis.
4.2 Social stakeholders’ opinions on the level of the qualification
Dissemination happened at several professional forums such as:
- the professional programme held on 10 May 2013, and the positive feedback given on it,
- conferences on general education,
- opinions on the development and implementation of framework curricula,
- users’ opinion on VET.
4.3 Additional empiric analyses
[if required; if it is not required, skip to point 4.4]
[please, record the sources, methods and scope of receiving results, as well as the results and how
these help level assessment or the exclusion of lower/higher levels]
4.4 Summarized result of the analysis of other evidences
[the degree of concordance of evidences, i.e. how firm justification they give for linking the
qualification to a level; in the case of different opinions which should be take into consideration and
for what reasons; the recommended level and its justification?]
4.4.1 Level of the qualification: 1.
4.4.2 Strength of the qualification level: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level
3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
4.5 Additional remarks, observations, recommendations
[What strengths and weaknesses of the qualification do evidences highlight, and what further
development would the qualification need for a stronger and unambiguous synthesis, and for a more
complete description and characterisation?]
5
International comparative analysis
Foreign documents present a different linking of outcomes in general education. It can be stated that
here Levels 1-4 belong to general education in general. In several documents, Level 1 is linked to the
end of primary school education. In Hungary the input requirements for VET make it necessary to
link primary general education to two outcome levels.
Additional remarks, observations, recommendations: -
6.
Summary of the linking process
6.1 The HuQF level recommended for grounding phase:1
6.2 Strength of the level of linking: 1.
[Use the following standard evaluation:
1 – It can be definitely linked to the level
2 – It can be rather interpreted at this level
3 – It cannot be interpreted only at this level
4 – It cannot be interpreted at any levels, it is independent of the levels]
6.4 Brief summarizing justification:
In the linking we basically relied on the description of knowledge and skills elements.
6.5 Additional remarks, observations, recommendations:
Background material titled “Problems emerging for the descriptions of Levels 1-4 of the HuQF
related to general education and proposals for their solutions.” If the documents, mainly the laws
(National Core Curriculum, the decree on the framework curriculum) serving as a basis for linking
are amended, level descriptions and recommendations for linking shall be revised as well.
12 February 2014
Linking has been carried out by the
expert team in general education of
the HuQF