This page was last modified on 28 December 2015, at 10:20.

Hungary:Other Dimensions of Internationalisation in Higher Education

From Eurydice

Jump to: navigation, search

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 Curriculum Development

Significant changes have taken place in the labour market, as a result of which, there is an increasing need for non-routine cognitive and interpersonal skills. Higher education and the methods of teaching and learning have to prepare the students for this demand. This can be achieved by among others, increasing the quality of teaching and learning, which complements the renewal of the programmes, the restructuring of the programme and outcome requirements and the renewal of their content, making higher education more student-oriented.

The renewal of the programme and outcome requirement in higher education was addressed by two policy interventions starting in summer 2015. The first intervention started by reducing the number of degree programmes serving the purpose of closing the gap between the supply produced by education and the economic and labour market demand. The result of the graduate career monitoring system served as a basis for the reduction of the number of degree programmes. The other intervention was that according to the new governmental degree, not only are the higher education programmes and the requirements for starting them defined, but also the programme and outcome requirements of the programmes are set out and have to be described according to the descriptor categories of the Hungarian Qualifications Framework (knowledge, skill, attitude, autonomy and responsibility). The review of the programme and outcome requirements and the definition of the programmes’ learning outcomes in line with the Hungarian Qualifications Framework descriptors can be considered as an integral part of the implementation of the Hungarian Qualifications Framework System in higher education. As a result the content requirements of the programmes will be described in learning outcomes. According to the governmental decree, the Hungarian Accreditation Committee will assess whether a request on launching a new higher educational programme is in line with the learning outcomes defined in the programme and outcome requirements concerning that given programme. However, higher educational institutions are not obliged to rewrite their programmes and course requirements based on learning outcomes. Moreover, only those institutions that intend to start a new programme and therefore need the accreditation, have to draft their programme according to learning outcomes set out in the programme and outcome requirements. However, with the review of the programme and outcome requirements, a centrally initiated, top-down, long-term transformation process has started shifting the approach towards learning outcomes. The success of this process depends significantly on the Hungarian Accreditation Committee; what kind of evaluation criteria and standards will be elaborated for the ex-ante assessment (at the launching of a new programme) and the ex-post review (obligatory every five years) of the learning outcomes of the programme and outcome requirements. This, of course, will have an impact on the voluntary review of the requirements of the programmes and courses and their adjustment to the programmes’ learning outcomes.

In the higher educational concept in effect until 2030 the Hungarian government stressed the importance of the introduction and spreading of foreign language programmes in higher education and the introduction and implementation of dual trainings. In the case of foreign language programmes, students can have subjects in foreign languages adding up to 10% of their total mandatory credit, which provides a wide-range of specialised language skills. Dual education is launched in higher education in the 2015/2016 school year, with the participation of approximately 700 students in the first year with the involvement of over 300 corporate partners.

Partnerships and Networks

The EEA Scholarship programme supports cooperation projects between Hungary and the donor countries e.g. Norway, Island and Liechtenstein in the field of education. The programme focus and the eligible activities primarily concern higher education, but school education, vocational training and any activity in connection with education are also targeted. The programmes objective is two-fold: on the one hand, best practices and new knowledge that have been elaborated in the EEA countries can be transposed into the Hungarian context, and on the other hand, the establishment of long-term collaboration between institutions in Hungary and in the donor countries.

The programme supports student and teacher mobility as well as higher educational institution cooperation projects.

 

The Ceepus programme is a Central-European Higher Education Exchange Programme with the objective of supporting the establishment of long-term collaboration in the region. Accredited higher education institutions from Albania, Austria, Bosnia-Herzegovina, Bulgaria, the Czech Republic, Croatia, Kosovo, Poland, Macedonia, Hungary, Moldova, Montenegro, Romania, Serbia, Slovakia and Slovenia can participate in the programme.

The most important change in the programme was introduced in 2014; the programme’s budget was raised: the quota for hosting students and lecturers by the Hungarian institutions which was formerly 326 scholarship months, was increased to 600 months.

Hungary coordinated seven networks in 2014 and was engaged as a partner in an additional 47 projects. Hungarian institutions or their organisational units participated in a total of 105 networks coordinated either by a Hungarian or a foreign institution.

 

The objective of the Erasmus+ Strategic partnership measure is to create an opportunity to increase the quality of education in higher education through the elaboration, dissemination and application of innovative practices and methodologies. In the framework of strategic partnership projects both small-scale cooperations and large-scale projects could be implemented for any topic that has relevance to higher education and is in line with the objectives of the measure. In 2014, two projects were awarded support. The first project is an international social innovation competition project with the objective of aligning higher education with labour market needs. In the other project, the partners develop innovative curricula in three different artistic fields; thus, building capacities in their own institutions and in their partner institutions as well as improving the quality of education.

 

The efficient implementation of international higher education cooperation programmes is supported by several preparatory programmes in Hungary. In the framework of the Campus Hungary programme the following training courses were provided to the employees and lecturers of the participating institutions in order to increase their international visibility, competitiveness as well as the quality of education and services: EU English language training, intercultural and sensitivity training, higher education international marketing, web page management and development, higher education equal opportunities/mobility (English language training) workshop presenting innovative educational methods (modern education organisational methods, innovative education of ICT tools, E-portfolio, E-learning, MOOCs).