Lehet-e tantervvel rendszert változtatni? Ahogyan én látom a 30 éves Nemzeti alaptanterv történetét

The National Curriculum was published in 1995 and was expected to fundamentally reform the public education system in Hungary and bring it closer to European educational frameworks. However, no broad social consensus emerged regarding its regulatory role, genre or, in particular, its content. Meanwhile, societal changes and the expansion of scientific and cultural fields increasingly competed for space within the education system, often at the expense of traditional scientific subjects and their allocated teaching time. Among the most affected areas were the natural sciences, including geography, despite the fact that an increasing proportion of geographical knowledge belongs to the domain of the social sciences. At the same time, the synthesising, attitude- and thinking-developing role of geography has not been sufficiently recognised by society. As a result of the combined effects of the National Curriculum and other regulatory instruments (such as the Public Education Act, framework curricula and examination requirements), together with continuously expanding content requirements and shrinking time frames, methodological renewal has been able to emerge only with considerable difficulty.