The Implementation of Bachelor and Master Programmes in Hungary

The paper has been developed upon the invitation of the editors of the coming Springer International Encyclopedia of Higher Education. It serves as a background for a final (short) chapter about the HE in the country.

2015

The destiny of Hungarian higher education is an intriguing topic for all because – as many of us would agree – the future of Hungary depends on the present of education. At the beginning of each year when higher education applications are submitted, tens of thousands of families are in agony because they have to make a crucial decision. By then, the central budget has already earmarked the state funds to be spent on higher education in the given year. Higher education institutions are busy recruiting their students: they are organizing open days, placing in advertisements, competing at the Educatio Fair, and politicians also speak up more often on the topic at this time of the year. The whole of society is concerned with the basic issues of higher education. Is it worth attending higher education institutions in Hungary? Do graduates have any kind of future ahead of them? In which direction is the standard of Hungarian higher education heading? Who pays the costs of education and wh...

Knowledge based relevant education is strategically important for the economic growth and social development of any country or region. However-according to OECD Jobs for Youth report 2010-youth unemployment hits records in Europe and causes concerns all over the world. Governments have responsibility for nurturing dual vocational training programs as traditionally done in Austria, Germany and Switzerland. These programs not only guarantee employment after graduation but emphasize special skill development of youth. Dual type of education seems to be effective at the level of tertiary education too. Engaging business, industry and local governments in education can create exceptional synergy in higher education, enabling higher education institutions to follow rapid technological changes and advance new learning technologies. The Hungarian government – following a 2 year long pilot period-has undertaken huge structural changes in its higher education system in order to adapt the German model of dual education and make room for plenty of new BA degree programs. This paper aims to present the dual program implementation tool set (institutional, legal, financial) and the Hungarian way of adaptation of this foreign educational innovation. The study is based on the empirical evidence collected from the national level data and documents and a closer scrutiny of experiences of institutions concerned. The study also draws up desirable results and visions of the future.

2010

out the system—not simply reserved for an educational elite. Distance learning provides the most exciting challenge to the status quo, especially as it becomes clear that many remote parts of the world will have Internet access long before they enjoy decent roads. The Task Force on Higher Education and Society brought together 14 educational experts from 13 countries with the intention to start an ongoing debate, not to answer all the questions. We firmly believe that rapid progress can be made, but only with political will, new resources, and people prepared to contemplate and develop imaginative solutions. At the report’s launch, Wolfensohn asked why we needed such a document when what is being said is absolutely straightforward. “We need it,” he said, “because we’ve forgotten it, because we don’t give higher education the weighting that is required.” We wholeheartedly agree.

2016

It is the explicit aim of the Hungarian government to make education better match the needs of the labor market to improve the country’s competitiveness. Between 2010 and 2014 the Hungarian system of higher education was completely restructured. One of the key aims was the closer cooperation between educational institutions and local companies. In the winter term 2015/2016 the first dual degree programs in higher education were introduced. Hungarian policy is guided by German ideals and refers explicitly to the model of the Baden-Wuerttemberg Cooperative State University. Our contribution provides a short overview of the institutional architecture of the Hungarian approach in a comparative manner. By means of the framework of the German Science Council, which records different dimensions of “duality” (types of stakeholder involvement, shape of the programs, industrial partners, etc.) we assess if the first outcomes of the reform fulfilled the expectations of the government. We analy...

2017

The next edition of our strategic progress reports evaluates the priority areas of the Hungarian higher education in relation to the developments of the years of 2015 and 2016. Following the pattern of the previous reports, the authors of the individual chapters will outline past trends and potential future consequences in the context of the current events. While in our last analysis we put certain areas into an international context by presenting several detailed international comparisons , this time we will primarily focus on the current situation in Hungary. Our study is constituted by the material previously sent to the participants of the “Hungarian Higher Education” conference held on 26 January 2017, completed by the presentations of the speakers followed by a discussion. At the beginning of our report – in accordance with our established routine –, we provide an overview of the most important claims stated in the individual chapters. However, the picture will only be complet...

The Yearbook of Education Law 2017, 2017

This paper was published in The Yearbook of Education Law 2017. After a Brief Historical Background, it summarizes the Constitutional Provisions of the Right to Education and the main provisions of Cardinal Acts on Public and Higher Education. This paper has a special focus on the values of education and two human rights: the Freedom of Religion and Rights of Minorities in education.

education as well as specific higher education systems; 0 it organizes meetings, seminars, and symposia and initiates or collaborates in joint studies on contemporary problems of higher education; 0 it co-operates with other organizations and institutions, both national and international, governmental and nongovernmental, in the undertaking of its various activities and the accomplishment of its goals. Authors are responsible for the choice and the presentation of the facts and for the opinions expressed therein, which are not necessarily those of U N E S C O and do not commit the Organization.

Graduates of bachelor and master programmes. 4 The implementation process 4.1 Actors and decision making 4.1.1 Overall progress 4.1.2 Decision making 4.1.3 Key agents and role of management 4.1.4 Activities at the faculty/departmental level 4.2 Driving factors and motives 4.3 Programme development: strategic choices 4.3.1 Comprehensive versus selective introduction 4.3.2 Replacement versus parallel structures (28) 4.3.3 Enrolment in B/M versus existing degrees 4.3.4 Degree of innovation (29) 4.3.5 New forms of delivery 4.3.6 Programmes for foreign students 4.3.7 Language 4.3.8 Credit point systems 4.3.9 "Vordiplom" 4.3.10 Aim of Bachelor degrees 4.3.11 Consecutive vs. independent degrees 4.3.12 Entry Requirements for Master studies 4.3.13 Theoretical versus applied orientation 4.3.14 Interdisciplinary vs. subject-specific orientation 4.3.15 Fees 5 Expected effects 5.1 Scope of programme supply 5.2 Quality 6 Coordination of demand and supply 6.1 Target Groups 6.2 Use of market research 7 Cooperation in the context of the introduction of B/M 7.1 Cooperation with German institutions of the same type 7.2 Cooperation with other types of German higher education institutions 7.3 Cooperation with foreign higher education institutions 7.4 Cooperation with industry 8 Crucial conditions 8.1 Accreditation 8.2 Funding 9 Major results and discussion 9.

EDUCATIO ARTIS GYMNASTICAE 2: pp. 3-17.

The sports of Hungarian Higher Education is a basic strategic role concerning the competitiveness of its institutions. Contemporary sport conceptions, and the planning of future's sports cannot skip considering this sport section, that can be characterised with a whole different range of traditions and possibilities in different regions of Hungary. An active interaction can be seen between the insitution's pursuit of a possible way, its modern thinking, scientific and educational activities and the establishment of university standard of livingprogrammes. The location of the sports of Higher Education is not the most efficient int he Hungarian sports -structure, but its significance is re-discovered and systematized, which is evidently a positive impact on public healthcare and sports healthcare. There are four basic fields: physical education, free time sport, university sport and qualitative competitive sport.