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Hungary:Other Dimensions of Internationalisation in Adult Education and Training

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Overview Hungary

Contents

Hungary:Political, Social and Economic Background and Trends

Hungary:Historical Development

Hungary:Main Executive and Legislative Bodies

Hungary:Population: Demographic Situation, Languages and Religions

Hungary:Political and Economic Situation

Hungary:Organisation and Governance

Hungary:Fundamental Principles and National Policies

Hungary:Lifelong Learning Strategy

Hungary:Organisation of the Education System and of its Structure

Hungary:Organisation of Private Education

Hungary:National Qualifications Framework

Hungary:Administration and Governance at Central and/or Regional Level

Hungary:Administration and Governance at Local and/or Institutional Level

Hungary:Statistics on Organisation and Governance

Hungary:Funding in Education

Hungary:Early Childhood and School Education Funding

Hungary:Higher Education Funding

Hungary:Adult Education and Training Funding

Hungary:Early Childhood Education and Care

Hungary:Organisation of Programmes for Children under 2-3 years

Hungary:Teaching and Learning in Programmes for Children under 2-3 years

Hungary:Assessment in Programmes for Children under 2-3 years

Hungary:Organisation of Programmes for Children over 2-3 years

Hungary:Teaching and Learning in Programmes for Children over 2-3 years

Hungary:Assessment in Programmes for Children over 2-3 years

Hungary:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Hungary:Single Structure Education (Integrated Primary and Lower Secondary Education)

Hungary:Organisation of Single Structure Education

Hungary:Teaching and Learning in Single Structure Education

Hungary:Assessment in Single Structure Education

Hungary:Organisational Variations and Alternative Structures in Single Structure Education

Hungary:Secondary and Post-Secondary Non-Tertiary Education

Hungary:Organisation of General Secondary Education

Hungary:Teaching and Learning in General Secondary Education

Hungary:Assessment in General Secondary Education

Hungary:Organisation of Vocational Secondary Education

Hungary:Teaching and Learning in Vocational Secondary Education

Hungary:Assessment in Vocational Secondary Education

Hungary:Organisation of Post-Secondary Non-Tertiary Education

Hungary:Teaching and Learning in Post-Secondary Non-Tertiary Education

Hungary:Assessment in Post-Secondary Non-Tertiary Education

Hungary:Higher Education

Hungary:Types of Higher Education Institutions

Hungary:First Cycle Programmes

Hungary:Bachelor

Hungary:Short-Cycle Higher Education

Hungary:Second Cycle Programmes

Hungary:Programmes outside the Bachelor and Master Structure

Hungary:Third Cycle (PhD) Programmes

Hungary:Adult Education and Training

Hungary:Distribution of Responsibilities

Hungary:Developments and Current Policy Priorities

Hungary:Main Providers

Hungary:Main Types of Provision

Hungary:Validation of Non-formal and Informal Learning

Hungary:Teachers and Education Staff

Hungary:Initial Education for Teachers Working in Early Childhood and School Education

Hungary:Conditions of Service for Teachers Working in Early Childhood and School Education

Hungary:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Hungary:Initial Education for Academic Staff in Higher Education

Hungary:Conditions of Service for Academic Staff Working in Higher Education

Hungary:Continuing Professional Development for Academic Staff Working in Higher Education

Hungary:Initial Education for Teachers and Trainers Working in Adult Education and Training

Hungary:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Hungary:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Hungary:Management and Other Education Staff

Hungary:Management Staff for Early Childhood and School Education

Hungary:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Hungary:Education Staff Responsible for Guidance in Early Childhood and School Education

Hungary:Other Education Staff or Staff Working with Schools

Hungary:Management Staff for Higher Education

Hungary:Other Education Staff or Staff Working in Higher Education

Hungary:Management Staff Working in Adult Education and Training

Hungary:Other Education Staff or Staff Working in Adult Education and Training

Hungary:Quality Assurance

Hungary:Quality Assurance in Early Childhood and School Education

Hungary:Quality Assurance in Higher Education

Hungary:Quality Assurance in Adult Education and Training

Hungary:Educational Support and Guidance

Hungary:Special Education Needs Provision within Mainstream Education

Hungary:Separate Special Education Needs Provision in Early Childhood and School Education

Hungary:Support Measures for Learners in Early Childhood and School Education

Hungary:Guidance and Counselling in Early Childhood and School Education

Hungary:Support Measures for Learners in Higher Education

Hungary:Guidance and Counselling in Higher Education

Hungary:Support Measures for Learners in Adult Education and Training

Hungary:Guidance and Counselling in a Lifelong Learning Approach

Hungary:Mobility and Internationalisation

Hungary:Mobility in Early Childhood and School Education

Hungary:Mobility in Higher Education

Hungary:Mobility in Adult Education and Training

Hungary:Other Dimensions of Internationalisation in Early Childhood and School Education

Hungary:Other Dimensions of Internationalisation in Higher Education

Hungary:Other Dimensions of Internationalisation in Adult Education and Training

Hungary:Bilateral Agreements and Worldwide Cooperation

Hungary:Ongoing Reforms and Policy Developments

Hungary:National Reforms in Early Childhood Education and Care

Hungary:National Reforms in School Education

Hungary:National Reforms in Vocational Education and Training and Adult Learning

Hungary:National Reforms in Higher Education

Hungary:National Reforms related to Transversal Skills and Employability

Hungary:European Perspective

Hungary:Legislation

Hungary:Institutions

Hungary:Bibliography

Hungary:Glossary

European, Global and Intercultural Dimension in Curruculum Development

The review of the National Qualifications Register started in 2006. The aim of the structural and content review of vocational training was to develop a programme that better responds to labour market needs. One of the steps towards achieving this was to make teaching professions modular and to define the content requirements of the programmes in learning outcomes, which was executed in the definition of the professional and exam requirements. This project was further developed in the framework of the 2.2.1 key project of the New Hungary Development Plan, Social Renewal Operational Programme; in the framework of which the development of the exam system, the curriculum and the measuring assessment tools as well as the modular curriculum was elaborated concerning vocational and adult education. In 2009, the ECVET Recommendation formulated the need to establish a European Credit System for Vocational Training and Education that is based on harmonised principles. The ECVET Recommendation is closely linked to the European Qualification Framework; the learning outcomes, the description of (vocational) training programmes in learning outcomes – but the ECVET Recommendation is focussed on the aspects of transfer between contexts and recognition.

The establishment of the European Credit System for Vocational Training and Education results in a more flexible and transferable educational path, which is a long and heavily-debated process. These debates primarily take place within the national ECVET Expert Network. The network was established in 2012 in Hungary and in another 24 European countries with the objective of mapping the preconditions for the application of the European Credit System for Vocational Training and Education, focusing on two aspects: life-long learning and mobility. The expert network is working in several fields:

  • the development of mobility programmes (primarily the Leonardo mobility and the Erasmus+ vocational mobility programmes funded by the European Union), the definition and recognition of the learning outcome acquired by pupils participating in international projects
  • opinion forming of Hungarian policy makers and experts, the interpretation of the ECVET recommendation in the Hungarian context in order to make vocational training more flexible.

 

The EQUAVET is an expert community with the objective of providing quality assurance in vocational education and to improve quality by applying the European Quality Assurance Reference Framework in Vocational Education and Training. The main activity of the expert community is the work carried out within the working groups, the organisation of seminars, annual forums and the drafting of online reports. Hungary is also a member of this community; the Hungarian activities within the network primarily focus on the standardised approach to quality, quality awareness, and establishing a standardised quality management system in vocational and adult education institutions.

 

Partnersips and Networks

The strategic partnership measure of the Erasmus+ programme includes the former sector specific priorities but the horizontal, general educational priorities are gaining in importance (e.g. development of basic and transversal skills, enhancing digital integration, contribution to the skills and qualifications of the European region, supporting pupils in disadvantaged situations/with fewer opportunities). Furthermore, the own priorities of these educational subsectors remained; with the following emphasis in the field of vocational education:

supporting quality vocational training development, containing strong work-based learning elements,

  • improving the adaptability of vocational training to labour market needs,
  • sensible and consistent implementation of the ECVET and EQAVET recommendations at national level,
  • supporting the promotion of easy-to-access, career oriented trainings especially for people who are least likely to participate in these kind of opportunities,
  • promoting the skill and competence development of teachers and lecturers with special emphasis on the educational methods, collaboration between school teachers and company educators as well as on training of practical educators/mentors within companies.

Project applicants tended to implement more complex, high-volume innovation transfer type activities that generated innovative intellectual products.

The most popular priorities included the development of the cooperation between education and training and the labour market as well as the reduction of the number of adults with low levels of education.

 

The strategic partnership measure of the Erasmus+ programmes vocational training sector provides opportunities to implement policy developments and strategic objectives or to explore the innovative elements formulated in the strategic objectives (e.g. promoting flexible training systems, informal and non-formal learning methods).

The Tempus Public Foundation allocated 1.838.029 EUR for this measure, which allowed the support of 8 institutions. The applicants preferred high-volume, complex innovation transfer type activities that generated intellectual products. The exchange of experiential projects were also popular; the number and size of planned educational activities within a project also increased their complexity. Out of the eight supported projects, four focused on generating intellectual products and the other four on the exchange of experience as well as on learning and training activities. So, both types of the former priorities are still popular, however, applicants tend to focus on complex projects generating intellectual products, which is a significant change compared to past trends.

 

In the field of adult education, the Erasmus+ KA2 strategic partnership measure also supports the establishment of international partnership. The objective of the partnerships is to elaborate, disseminate and to apply innovative practices in order to increase the quality of education. Activities include peer learning, exchange of best practices, establishing and enhancing international cooperations, summarising and disseminating joint results, training the direct and indirect environment of participants as well as promoting of large-scale product-oriented strategic partnership, where the project partners commit themselves to develop, use, adapt high quality, innovative intellectual products in the field of adult education or in the framework of multisectoral cooperation.

In 2014, this sector could support 4 project applications amount to 1.002.812 EUR out of which two has cross sectoral focus.