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$ 140 billion in government spending at the time of the pandemic

$ 140 billion in government spending at the time of the pandemic

Zoltán Maruzsa is not a good idea to engage college students preparing to teach as teachers to replace isolated teachers. The Minister of State for Public Education is satisfied with the epidemiological measures taken so far.

Previously, the school also considered the school fever and teacher testing unnecessary, but they eventually did. What has changed?
Justification, appropriateness and timing are important for all epidemiological measures. When the mandatory universal thermometer appeared in August, it wasn’t justified yet, but when we switched to falling off it became justified. Epidemiological measures have tested all symptomatic individuals, but school-targeted testing is now justified by the dynamics of the epidemic. Remember, in September, for example, most illnesses are not registered in most municipalities.

Don’t you think they stepped too late? For weeks and months, advocacy organizations have called for fever measurements and testing and for the closure of grammar schools.
Some organizations have already made all the suggestions they’ve read in the news over the past nine months – that is, whether every country has tried this or that – so there is definitely something to show again that they actually asked for it. They also asked me not to graduate, then it turned out that the government made the right decision and they were wrong, we can organize exams without a single disease. We are open to any suggestions, but justification, appropriateness and timeliness are major issues here as well. We intervened when this was warranted.

Since September, unions have also required teachers with chronic illnesses to work from home because they are particularly at risk. In the end, they had the opportunity to do the same, but couldn’t take action sooner?
Unfortunately, infection is not just a risk to chronic patients, so wherever it appeared, we immediately requested an emergency break or a digital work schedule. Not just for the chronic patients, but for everyone involved for the period that epidemiologists said is justified. However, people cannot be tightly isolated at home either, if they can, the epidemic will go away in a few days.

Based on the first results, how reliable is it for the test? For example, in the first week, did school personnel as well as teachers in many places not be tested? ​​consistently displays the number of schools and classes for which exceptional breaks and education outside the classroom have been requested. Last week, fewer teachers attended the targeted test than expected: 74 percent of kindergarten teachers and 73 percent of school staff. Only 2.3 percent of those surveyed, 811 kindergartens and 2,170 workers were found in the school, while these institutions have about 200,000 employees.All this means that the infection level is below the initial expectations, and on this basis, the epidemiological situation appears to be stabilizing. .

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But neither the students nor the technical workers were tested in many places. Not even those who were already at home were in quarantine. Few coaches have also been tested in vocational training, let alone high schools. Is it still possible to say that the situation is stabilizing?
Not extended to group tests directed at teachers, students’ family members, neighbors and friends who wanted to be harassed, they could always tell a wider circle. The limit is to advertise ten million tests per day – at least within the country. However, we leave realism behind. Institution workers have had the opportunity to be tested, national data, such as number of hospital admissions, seems to be stable, and I am very confident that protection measures will be effective.

In total, how many public educational institutions have visited test teams? How many of these have been found infected?
They went to all public education institutions, and tested a total of 9,198 sites. Work became necessary in a third of these regions, usually in locations where work was already taking place.

Are there reasons other than economic considerations for a lack of emphasis in primary schools? First graders can actually study in a digital work schedule.
Along with advancing age, the capacity to absorb digital education increases, but even in the case of high school, we cannot say that it will be more effective and efficient than education by attendance. Therefore, where there is no infection, there is education, where it appears, we switch. We did not transfer high schools either because they were already capable of digital work schedules outside of the classroom, but because injury was four times more common in that age group than in the lower grades. I do not follow economic considerations, but I do follow the rationality of education and health.

Many have already said that primary schools are less prepared for distance learning in terms of technical and digital proficiency than, for example, grammar schools. Could this have contributed to that?
However, this may be very different from one institution to the next, I have already detailed our reasons.

The first wave What did the government do during and after the digital development of schools during and after the digital development?
In Hungary, the internet is good and the population has a lot of IT tools. However, in the spring we provided around 8,000 computers in less equipped locations, with an additional 12,000 IT devices currently shipped. We have kept school facilities open and expanded them, and schools have released 350,000 IT devices for home use. We have since launched and expanded the range of smart books available on the National Public Education Portal, and developed the CRETE collaboration space, which not only works well but reduces administrative tasks associated with online education to zero. And the government has made the internet free for high school students on digital agendas.

Several elementary schools have reported that replacing dropout teachers is a growing problem. There are places where they teach by group or class, which makes it difficult to follow epidemiological rules, such as keeping a distance. Do you find this acceptable?
Measures must be considered on a case-by-case basis. If teachers at an institution have contracted the coronavirus or are quarantined – and thus the organization of attendance training is hindered – we digitally request a work schedule outside the classroom. If, for objective reasons, this can not be regulated either, then an extraordinary break. Usually, after a few days, those affected recover and the school can return to education while attending.

But in many places they don’t do that, they merge the classes and exchange alternatives to the extreme. Do you think this is permissible?
This is not a general practice, many parents are looking for us, which is why we often have to send home multiple classes when one teacher gets sick. The head of the foundation sees when to request action and acts accordingly.

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Is the teachers union proposal being considered for engaging student teachers to replace the missing teachers?
We do not consider this to be effective. Teaching is a constructive process, and the educator knows the class, can distinguish, and knows where they are in the subject and what follows it on the next day. This cannot be expected from a student who is only loaned out for a few days. In healthcare, the situation is different, if a student helps a patient one day, it is also effective, and we don’t expect the same nurse to come to us the next day. If we send a student to school every day who does not know the children, does not know where to go, and what they have to answer for, we are not in front.

Do you see an opportunity to start the winter break sooner, as suggested by the Democratic Union of Teachers?
The main issue is justification, suitability and timing, and the operating staff will consider these aspects in relation to this proposal as well. (Note: We have been able to put our questions to the Secretary of State in writing on several occasions.)

Zoltán Maruzsa

Secretary of State for Public Education, Former Head of the Education Office (OH). He graduated as a teacher and political scientist with a BA in History and German from Eötvös Loránd University in 2001, and in 2005 he obtained a PhD in History. In 2012, he was appointed Deputy Minister of State for Higher Education in the Ministry of Human Resources (EMMI). He led the OH from 2015-2017 and then returned to Emmi, where he was first in charge of the Department of Public Education as Deputy Secretary of State, and from 2019 as Secretary of State.

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