TRAINING AND AVAILABLE QUALIFICATIONS
GENERAL CHARACTERISTICS
1. AKG fulfils secondary school requirements and also provides vocational training.
2. Training is conducted on a uniform, personalised basis. An institution providing programs and tuition to suit the individual needs, aptitude, erudition and working capacity of students.
3. The basic principle behind our training program is that we teach children, not subjects. Teaching is regulated according to the overall educational program of the school. Individual lessons are determined by the requirements of the given subject, the age of the pupils involved, and their personal motivations and skills.
4. Classroom activities and supplementary materials focus primarily on developing the abilities of individual students. The dominant element in the teaching of different subjects is the personal development of pupils. Knowledge of the material content is secondary.
5. The contents of training materials are compatible with final exam requirements according to the standards set by the Hungarian National Curriculum (NAT). AKG teaches not only something else but something else as well. However, our teaching system and the methodology used are what makes AKG what it is.
6. The age of students and their personal talents determine the nature of teaching materials and classroom activities, creating a multilateral, flexible system of training in the school.
The training period is 6-7 years, depending on the goals of students and the programs they have selected.
Training levels:
1. lower-intermediate; grades 7-10
2. upper-intermediate; grades 11-12
3. vocational training; grade 13
1. This level is characterised by a period of general studies, with a uniform schedule of lessons for all students. Individual needs are addressed within a given class of pupils. The elective programs available to students in the upper levels are included here as well, although we generally advise younger students to maintain a lighter workload.
2. Studies on the lower-intermediate level constitute a complete training period. If students wish, they may sit for an NAT General Requirements Exam. This is not compulsory for their advancement to the upper level, unless they intend to transfer to another school.
3. Basic subjects are taught in "blocks". Subject blocks cover a wide range of topics, including social studies, communication, arts, natural science, and practical subjects. The majority of the textbooks and other supplementary teaching materials, including course syllabuses, are developed by members of the AKG faculty and distributed by AKG Publishing. Currently, there are several hundred schools using these materials. Subject blocks appear on different levels in the form of various projects, depending on the nature of the topic and the age of the students. (A complete listing can be found at the end of this chapter.)
4. Certain subject blocks are taught in "epochs", which means that one particular area of study is covered every day in 85-minute and 60-minute lessons for a period of approximately 3 weeks, until the topic is completed and changed to the next one. Consequently, this also means that certain basic subjects are not taught during this time. Usually, there are two epochs daily.
5. The topics covered in epochs may include material from several subject blocks in a project format. Epochs are completed with a final summarisation, including presentations, exhibitions, as well as oral and written examinations.
6. Art subjects tend to play a larger than average role in the first phase of study. The goal is not to push students in the direction of a career in the arts, but rather to activate the inherent creative influence to various different artistic fields.
7. Training in AKG is practical and activity-oriented. We endeavour to make creative group-work a dominant part of studies in the school. It is the method used in teaching the majority of non-epoch subjects as well, including computer science, communications, home economics, study methodology, physical education and numerous other creative activities (drama, film, video, ceramics, weaving, woodwork, photography, craft of enamelling, etc.).
8. Epoch lessons are taught in groups of 25 students, while additional subjects have 8-15 pupils to a class.
9. Foreign languages are taught on a daily basis within the communication block, beginning in the first year. Classes are assembled based on the students' level of knowledge. The dominant foreign language is English, but any language can be taught if there are a minimum of 8 pupils for a given class. Upon the recommendation of their teachers, students reaching a certain level of proficiency may take on an additional language.
10. Students on the lower-intermediate level receive no marks for their work, but are provided with written evaluations in all subjects. Their progress is also consistently checked through the use of other methods, such as percentage ratings, competitions, presentations, and other independent assignments. This method of evaluation basically constitutes a more personalised way of checking progress, rather than a total rejection of the traditional methods of rating students' achievement. Year-end report cards simply reflect the completion of the given courses of study within one school year.
11. The methods of evaluation used in determining the status of students are decided by the faculty of each micro-school.
12. In the case of transfer to another school, students are required to sit for a closing exam, after which their school records are forwarded to the institution in question.
1. Students in this phase complete an entire course of study ending with final exams prior to their matriculation or they may choose to continue with a vocational study program followed by a qualifying exam.
2. The general goal of this phase is to prepare students for school-leaving exams, university entrance and career orientation. In spite of this, we would like studies at the upper level to also be a source of satisfaction for students as they set personal goals for themselves in their quest for knowledge. It is for this reason that the curriculum also offers practical courses focusing on special areas of study.
3. Depending on their program choice, students put together their own lesson schedules. They may choose a complete training course in addition to specialised subjects. The selected programs obligate students to one full year of study; changes can only be made upon completion of that year. Exceptions are made in the case of unusually rapid progress, whereupon students sit for exams in advance, perhaps even completing two years' worth of material in one.
4. The school also organises courses where the number of students is under the minimum 8 required; at least 5 must apply. Psychology and ecology are among some of the classes in this category, and a large majority of students have acquired their driving permits this way.
5. Students in the 11th and 12th grades receive general secondary school training on several different levels within the framework of alternative curricula and individual lesson schedules. Studies tend to emphasise social sciences, economics, mathematics, and liberal arts. Technical courses and natural science have not been at the centre of interest for the last few years, despite the high standard of training offered in both.
6. Basic lessons are taught in groups of 22-25 pupils, while electives and specialised exam preparation courses have 8-15 students in a class.
7. In accordance with final exam and university entrance requirements, courses in compulsory subjects are taught on two levels; intermediate (3 lessons/week) and advanced (5-8 lessons/week).
8. There is a minimum requirement of 8 students to start a given course, although 5 are adequate in compulsory subjects for final exams. Courses are also available for groups under the minimum, including tutorials for single students, but these must be financed in a large part by the parents. Identical subjects are taught in one time slot, providing students with the opportunity to take advanced level courses in one subject, while studying on an intermediate level in another.
9. It is important that it should not be necessary for students to take additional university preparatory courses outside the school. We would like those to fit into their regular schedule as part of the curriculum.
10. The proportion of theory-oriented lessons grows significantly on the upper-intermediate level, along with the rate of independent study.
11. Students at high school level are given marks for their work in addition to written evaluations. Pupils may graduate to the next level, provided that the total number of marks in their year-end grade reports is at least 22 points. This means that students receiving a "failed" mark in a particular subject, but maintaining the minimum point score, may also advance. Students qualify for final exams only if they have received a "pass" mark for each year of study in compulsory subjects.
12. Compulsory final exam subjects include Hungarian language and literature, one social science, two foreign languages, mathematics, and at least two years of study (min. 23 lessons/week) in natural sciences or a branch of economics. In the course of training, a strong emphasis is put on subjects related to social science and economics. These include history, economics, sociology, political science, philosophy, psychology, urban studies, and ethnography.
13. Students may also take advanced courses in the following subjects: foreign languages (according to the previously mentioned criteria), Hungarian literature, arts and crafts, mathematics, information theory, natural science subjects, and physical education.
14. In addition to classes included in the traditional curriculum, the school also offers numerous specialised courses on both lower and upper levels, which also appear in the schedule of lessons and on progress reports. Ex. Young Enterprise, arts and crafts, club activities, and sports.
15. A further basic principle is that any activity in which students participate as a regular part of their yearly schedule (at least 3 hours/week) also appears on their progress reports, regardless of whether it is organised by the school or not.
Available courses:
1. AKG is a secondary school of economics because although the first six years concentrate on general studies, students are provided with the opportunity to specialise in economics courses and gain intermediate qualifications in this field corresponding to their final exams.
2. Vocational training is practice-oriented, providing hands-on experience. While meeting standard requirements, courses are also designed with the needs of sponsors in mind.
3. Courses are conducted in a school lesson format (1000 hours), more than half of which constitute practical training. Students take a qualifying exam at the end of each course in accordance with the requirements of the National Training Register (OKJ).
4. Outside the classroom, training takes place in workplaces operated by sponsors of the school, as well as in computer equipped, simulated work environments.
5. Within the framework of vocational courses, students also receive intensive training in the use of trade jargon and computer techniques.
6. A period of post secondary training follows the initial stages of instruction. The process of legitimisation and the professional development for this type of training in Hungary is currently in progress. AKG is also a participant in this process.
7. AKG also offers courses to those who have already obtained qualifications in a particular field.
SUBJECT FRAMEWORK
The AKG educational program provides considerable autonomy to micro-schools in the organisation of their daily activities. Although the principles contained in the overall program refer to micro-schools as well, they are free to determine their individual lesson framework.
The program only defines the proportion of subject blocks in different areas of study, but does not restrict the number of lessons for each subject;
general subjects are compulsory for all students;
there must be at least one foreign language lesson on every school day for the entire training period;
the lower-intermediate program must include one lesson daily that contains some form of physical activity. (physical education, sports, theatre, excursions, dance etc.);
opportunities must be provided each week for all students to take part in nest meetings as a group, or individually with their patrons;
all upper-intermediate students must study compulsory final exam subjects on at least intermediate level, if they wish to take finals.
LESSON FRAMEWORK
1. Lower-intermediate (grades 7-10)
The average number of lessons/year is detailed in the following. Significant differences can be expected in the number of daily lessons, depending on the programs of a given micro-school and the various projects involved. Nevertheless, micro-schools cannot deviate from the previously listed subject requirements.
One school year contains 30 weeks of traditional teaching time in addition to 6 project weeks, 1 festival week and 1 week of final exams.
A traditional school week includes 30 lessons (one 85-minute epoch counts as two lessons).
There are 45 lessons weekly dealing with individual projects. The average school day during a project week lasts until 4 pm, including four 90-minute lessons with 10-minute breaks and a lunch period.
The following is based on the average number of lessons/day for one school year:
Communication skills: 340 lessons
Hungarian language, foreign languages, mathematics,
communications, information theory
Arts: 270 lessons
literature, audio-visual, fine arts, choir, music, drama,
dance, photography, folk art, crafts
Natural Sciences: 170 lessons
chemistry, physics, biology, geography,
astronomy, ecology
Social Sciences: 150 lessons
history, social studies, economics, civics,
geo-sociology, ethnography
Practical subjects: 180 lessons
health, environment protection, computer science,
home economics, Young Enterprise, self-knowledge,
study methodology, industrial arts
Physical Education: 60 lessons
These include only traditional PE lessons
2. Upper-intermediate (grades 11-12)
We are unable to list an exact number of lessons for this level since this largely depends on the programs selected by individual students. These programs are conducted according to the basic pedagogical principles of the micro-school system and the system of patronage.
Courses available and lessons/week:
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