ce in hungarian higher education
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CE in Hungarian Higher Education
Kosice, 2002
CE in Hungarian HE
Content
• In CONFUSION and TRANSITION
• PAST- PRESENT - FUTURE?
• Strength and weaknesses
• National and international collaboration - NETWORKING
Confusion in terminology
What do we mean by
• Continuing Education
• Lifelong Learning
• Adult Education
• Further Education • Vocational training
Whose tasks,
whose business?
Transition in several aspects
– In HE system – In institutional structure – integration– From elite to mass– From academic isolation to educational market
of economy
Hungarian Higher Education System: an Overview
at http:www.om.hu/english
Transition in HE system
From dual system – Colleges (BSc. level and Universities (M.Sc. level) without mobility, transferability to
Four-level structure – increased mobility due to modular structure and credit system
– Accredited Higher Vocational Training (AHVT)
– College programs (3-4 years, undergraduate)
– University programs (4-6 years, graduate)
– Doctoral - Ph.D programs - and specialised postgraduate degrees (3-2 years)
Transition in institutional structure
Integration
– in the late 80’s – about 90 HE institutions
half of them enrolled fewer than 500 students,
third of them enrolled fewer than 300 students
– by now, only 20 universities, and 24 colleges
HE institutions controlled by churches
Private colleges
List of HE institutions and their WEB sites
Transition – from elite to mass
HE has been elitist– in 1991, 12% of age group of 18-22, in 1999/2000 –
28%
Aimed level: 50 % - but not duplication in absolute number – dramatically decreasing number of this generation
– State founded and self-financed courses, student loan system
– Student/lecturer ratio was 5:1, now 14:1
Transition in several aspects
– From academic isolation to educational market of economy
– Norm-based budgeting, more efficient income generation
– HE institutions should become the intellectual centres of regional development
CE at HE in a changing approach
Law on Adult education
• Near to 2500 private firms in educational market
• No statistical data are available,
• No formal quality control
- Registration will be required
- State fundings will be given to certain
registrated programmes
CE in Past-Present-Future
• Statements and recommendations of OECD Reports – in 1995– in 1998
• National Report on LLL Memorandum
OECD - 1995• „The Examiners regret that no major reference to adult
education, broadly conceived, has been made by the authorities in either of the laws on higher or public education…”
• „There is still little agreement … among interested parties, on what does or should fall under the definition of adult education. Given this incoherence, and the importance of creating a flexible, broadly conceived adult education system to meet the country’s rapidly changing social and economic needs, it is recommended that a national startegy for adult education be developed based on at least the four basic elements:
OECD - 1995
• Vocational training and retraining
• A second chance access route for general HE
• Continuing professional education
• General interest programmes accross a wide spectrum of individual and group interest
• New network of Retraining Centres under the Ministry of Labour
• Corresponding courses, low reputation, increasing numbers
• Traditional activity of CE at universities
• Low level, private sector
OECD 1998
• HE should express their Mission statement and their strategy related to Lifelong learning
• Support system for increasing mobility and flexibility should be established
• Training programs addresses the needs of – highly qualified professionals– young generation,– employed workforce
increasing gaps in society
New trends in CE
• Flexibility, short term courses
• Practice oriented approach
• Competence courses
• Modularity, transferability
• Normative support in adult education
• Registration, quality assurance
• Regional initiatives
Hungarian Report on LLL Memorandum
Spontaneous processes in the market of training services resulted in the deficiencies:
• Low level of coordination between different forms and levels of training and education,
• Lack of visibility and systematic quality-control• Inadequate usage of new training, education and
learning methods
Recommendations
• Reimbursment of tax allowance related to adult education (individual financing dominates in adult education)
• Preparation of pedagogues for the new types of roles (guidance, counselling) Hungary – Report on the Consultation Process
Conserning Lifelong Learning at
http: //europa.eu.in/comm/education/life/report_en.html
Weaknesses
• Conservatism in HE management
• Slow progress in legislation
• Lack of institutional frameworks
• Underfinancing in HE
• Overloaded staff, uneffective fund raising
• Low level of awareness
External strengthening factors
• EU programmes – Tempus, Socrates, Leonardo - European Social Fund
• EU initiatives – Lifelong Learning Memorandum, e-Europe action
• Information Society – ICT development – non-educational sector
• Networking
Networking
• MeLLearnhttp://www.lifelong.hu
• Thenuce – Socrates/Grudntvig projecthttp://139.165.146.25
• National Council of Distance Educationhttp://www.ntt.hu
• MISSION – Socrates/Minerva project
http://queen.odl.uni-miskolc.hu/projektek/mission/index.htm
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