5. Innovation, development

• From the eighties on, modern external and internal evaluation systems have been established (applied in smaller volume so far) in public education, oriented to the independence of local (maintainer) institution in Hungary.
• One of the most significant changes affecting education was that evaluation and the question of quality in close connection got in the centre of attention.
• Several elements of the unified quality evaluation system, though they are loosely connected to each other, are already operating in public education. Thanks to this, during establishing the unified, three level (institution, maintainer, branch) system, experiences accumulated during content regulation, evaluation activity on institution level, evaluation public education on branch level and the already operating service providing systems can be relied on. In not a small extent can the system can be built on operating practice.
• Due to the stronger differentiation of the notion of quality the term "added value" was started to be applied to judge the activity of certain institutions. It can be attributed to this, that opposed to traditional academic point of view and traditional education values, schools by then rated as weak have significant, and in some cases even outstanding activity and work, considering their opportunities and circumstances.
• Pedagogical evaluation is one of the most developed fields of education theory and education research in Hungary. There are researchers, developers and users of international level.
• Pedagogic evaluation and the research and development of education methods are interrelated in several ways. During education development newer and newer feedback circles joined the system, feedback in this case was the evaluation itself. Connecting evaluation to the development of methods is justified because the need to renew education methodology culture is rather remarkable. Consequently and with its help pedagogical evaluation will unavoidably become part of institutional practice.
• The change of paradigm in the education policy thinking regarding students with special educational needs, emphasizing equal opportunities in order to ensure cohesion in society, and in the quality policy occurring as requirement in these efforts as well provided much greater support from the society to realise these targets than earlier.
• Realisation of co-education in mainstream schools is supported and assisted by the legal background, teacher training and in-service teacher training programs launched and application programs which encourage schools to co-operate in consortium and help to form the practice of acceptance.
• The policy for educating students with special educational needs helps the practice of acceptance by providing possibilities to modify the chosen frame curricula contents and requirements, when marking the contents the possibilities for omitting or simplifying certain parts resp. possibilities for involving new parts, the areas for rehabilitation correction of the disabled abilities, suggestions for expanding education, teaching and development in time more than usual.
• The legal regulations support the education and teaching of students with special educational needs in mainstream institutions, thereby enabling to carry special knowledge into the mainstream by turning special institutions into methodological institutions. With this the developing activity adjusted to individual peculiarities, based on pedagogical measures and the evaluation practice will occur in the pedagogical practice more emphatically.