CE in Hungarian Higher Education

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