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Part-time and Short Cycle Studies in Hungary

Explore the challenges of globalization, social and economic factors, and technological advancement in Hungary. Discover the features of the Hungarian education system and the need for new and flexible training programs. Learn about part-time learning categories, short cycle programs, and the legal background to part-time and short cycle studies. Gain insights into higher vocational education and training, post-graduate specialist training, and further training opportunities in Hungary.

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Part-time and Short Cycle Studies in Hungary

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  1. Part-time and Short Cycle Studies in Hungary BY KLÁRASZABÓ AND KLÁRATARKÓUNIVERSITY OF SZEGED

  2. Global challenges: • Globalization • Social factors (ageing population) • Economic factors (disadvantaged groups, unemployment) • Technological advancement, ICT ‘Hungarian’ features: • Centralized system • Bureaucracy • Predominance of factual knowledge • Low status of practice • Large No. of taught hours, strenuous workload

  3. Conclusion: New and flexible training programs are needed comprising • specific job skills • generic and non-job specific, even cross-job specific skills and competencies Aim: to make people employable and enable potential employees to adapt to a rapidly changing social, economic, employment and demographic conditions.

  4. Part- time learning categories (by I. Polónyi) • First- degree programs in the form of correspondence and evening courses. • Distance learning programs. • New degree programs. (e.g. Master-level) • Supplementary programs (with the aim of upgrading already existing degrees) • Higher educational vocational training (form: corrrespondence, evening or distance learning courses)

  5. Short cycle programs: • 4 semester-long higher educational vocational training programs ( Regular -full-time- courses) • 2-4- semester long postgraduate specialist training course, based on a first or second degree • Further training of 30-60-90-120 ECTS including teachers’ in-service training programs.

  6. Legal Background to PT&SCHE: Phase 1. LXXX Act on Higher Education of 1993: no mention of PT or SC studies ItsAmendment of 1996: • adopted post-secondary higher vocational education and training • introduced as ’modes of learning’regular, evening or correspondence programs and/or courses.

  7. Phase 2: Act on Higher Education of 2005: (introduction of the Bologna system) distinguished between full-time and part-time programs. Full time program: at least 300 taught hours per semester (20 taught hours/week) Part-time program: a min. of 30 % and a max. of 50% of the number of taught hours of the given full-time program.

  8. Phase 3: 2011 Act on National Higher Education: New: The length of postgraduate specialist training programs is a min. of 20%, and a max. of 50% of the length of a relevant full-time program. Act CLXXXVII of 2011 on Vocational Education and Training (Governmental Decree on Vocational Higher Education and the related internship (230/2012 (VIII.28.). Introduced a compulsory 14-week (one semester) internship period. Act LXXVII of 2013 on Adult Education: recognized Catching-up programs, IT courses, ESP courses etc. New National Training Register (OKJ)

  9. Higher vocational education and training. Before 2013 called: post-secondary vocational training. Aims: • harmonize with relevant Bachelor programs • increase the duration of practical training • better serve the needs of the job market. • better support the vocations in short supply • simplify the examination requirements, • develop external evaluation / inspection system in VET.

  10. Higher vocational education and training: specific features 4 semesters: 3 classroom training, 1 on-the-job training 120 credits: 90 (60+30) can be transferred into a relevant Bachelor program. Important role of Hungarian Chamber of Commerce and Industry: • pre-qualify the companies • exercise legal control • sign and register student work contracts • monitor the students’ progress • delegate members to the professional final exam board.

  11. Post-graduate specialist training: Pursued by degree holders. The aim of these programs is to make it possible for students to do an in-depth study of one particular area within their main subject. (e.g. Teaching Subject X in English) Credit numbers can be 60-90-120 (depending on the length of the program.) Admission criteria, the admission procedure and the individual curricula are determined by the institution. Bottom-up initiatives.

  12. Further training: The programs are modular and competence-based. New National Training Register of 2013 comprises easily identifiable requirement modules. Includes a total of 485 certifications as well as 147 partial certifications. There are Regular (N), Evening ( E ) Correspondence (L), Distance Learning (T) and other forms of education. The number of taught hours is 30-60-90-120.

  13. Further training: in-service teacher training programs: Mostly organized by colleges of education and other teacher training institutions. Based on the governmental decree of 277/1997. (XII. 22.), teachers have to do 120 credits of in-service training programs every seven years.

  14. Evening and correspondence programs (Bachelor, Master level, or higher vocational level) Evening courses comprise 30-50% of the taught lessons of relevant full-time programs. Lessons are taught on work days after 4:00 pm. Correspondence courses comprise 30-50% of the taught lessons of full-time programs, but taught modules are organized at the weekends, in modules, most often every other week.

  15. Distance learning: • Number of taught hours is less than 30% of all taught hours. • E.g. MEMOOC: online informatics university, founded by the University of Miskolc and the Károly Eszterházy College, Eger. • Aim: to give a second chance to those students who learnt informatics and were in a danger to drop-out. • 12 distance learning modules comprise more than 40 courses from the field of informatics, mathematics, logistics and economy. All courses have an English version

  16. Problems: issues to think about. 1. Relationship to the first cycle It is not clear whether the higher educational vocational training is part of or is connected to the first cycle. (The new Higher Education Act, adopted in 2011, modified the conditions of providing (and participating in) this type of program, resulting in closer connections to the first cycle.)

  17. Problems: issues to think about 2. Student numbers The proportion of students enrolled in part-time and in higher vocational educational training is behind expected figures; dropping out is significant, too. Reasons: • High(er) tuition fees • Postponement of studies (women) • Frequent policy changes • Dispreferred by law areas of study

  18. Problem areas. 3. Length of Study In theory every student is entitled to 12 semesters of state- financed higher education. Students with disabilities are entitled for 4 extra semesters of state finance. Studies in postgraduate specialist training and in further training are in every case ‘pay’ trainings.

  19. Problem areas 4. Foreign languages FL requirement: high. Language classes: 2 hours /week of general language for one semester. But: Language requirement: B1 or B2 level complex language exam, may be EFB, depending on the program. Extra costs for private FL instruction and examination

  20. Problem areas 5 . Student competences HE institutions do not have the real possibility of selecting their own students.(Students earn entry points for secondary school achievements) Also, there is an increasing number of students with dyslexia, dysgraphia or dyscalculia. (New development: initial measurement of student competences: lower 20-30% would participate in remedial programs)

  21. Problem areas 6. Available degrees, accreditation Governmental Decree of 139/2015. (VI.9.) changed the set of available degrees and, erased several former higher educational vocational trainings in dispreferred areas. (communication and media, law, environmental management or social and youth work.) Universities are to go through the accreditation of new programs again: lack of time, money, staff, expertise, teaching materials. Lengthy and bureaucratic procedure.

  22. Problem areas 7. Lack of cooperation The practice of launching joint or double degrees with other, Hungarian and/or international HE institutions is still infrequent in Hungary.

  23. Problem areas 8. Quality Due to their complex nature (theory, practice, skills etc. ) in short cycle and part-time training programs the issues of quality • should be of primary significance. • need further attention and elaboration. • needs to be addressed at all levels, institutionally, nationally and internationally

  24. Conclusions (based on Polónyi): Key to the solution of problem areas: learner centredness of training Two types of students: 1. Disadvantaged, first- certificate students: need to be specifically helped with personal and online consultations, remedial classes, advisory services etc. Their progress has to be closely and individually monitored. More training for staff, too.

  25. 2. In the second group there are students, who are already degree holders and who already work for their second or third qualification and who are in search for better employability, higher social status and/or higher income. For them: • state-of-the-art teaching methods and materials • highest possible quality of teaching, equipment (!) • individually tailored practical placement • internationalized HEIs and training sites .

  26. Printed sources: Education in Hungary. An Overview (2008). Published by the Department for EU Relations. Ministry of Education and Culture. pp. 37. Farkas, Éva (2013). The Practice of Adult Education and Vocational Training. Szeged, SZTE. JGYPK. pp. 88. Polónyi, István: A hazai felsőoktatási részidős képzés néhány felvételi tendenciája és rekrutációs jellemzője. In: Statisztikai Szemle. 92/ 10. HVG April 28, 2016. Internet sources: https://www.researchgate.net/publication/242347473_Descriptors_for_competence_Towards_an_international_standard_classification_for_skills_and_competences. Retrieved: 14th June, 2016. https://en.wikipedia.org/wiki/Part-time_learner_in_higher_education. Retrieved: 14th of June, 2016. http://ktk.nyme.hu/fileadmin/dokumentumok/ktk/Altalanos_informaciok/Szabalyzatok/A_felsooktats_rendszere.pdf. Retrieved: 14th of June, 2016. https://ec.europa.eu/europeaid/education-hungary_en retrieved: 15th June, 2016 http://www.eqavet.eu/gns/what-we-do/implementing-the-framework/hungary.aspx Retrieved: 15th June, 2016 https://www.felvi.hu/felveteli/jelentkezes/a_magyar_felsooktatas/Munkarendek Retrieved: 15th June, 2016. http://uni-eger.hu/hu/foiskola/foiskola/hirek-1048/c/nepszeru-a-memooc-online-kepzesi-kozpont- Retrieved: 17th June, 2016. http://www.euroeducation.net/prof/hungarco.htm Retrieved: 19th June, 2016. Ppt-s: Klára, Szabó: Changes in Hungarian Higher Education: the Role of HEIs in Vocational Training. Study Visit Presentation. University of Szeged, Faculty of Education. 11.10. 2009. Klára Tarkó: An Overview of the Amendments of the National Higher Education Act. 30. 07. 2015. Faculty Board Meeting. University of Szeged, Faculty of Education.

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