Reforming Higher Education:

a National Experience:Hungary

Tirana22-23 March

2006

Conference to LaunchA MASTER PLAN FOR HIGHER EDUCATION

IN ALBANIA

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The National ContextAchievements Thousands of students - expansion of higher education Excellent talents, prize winners Traditions of education and research New University Centers to serve regional needs (mergers)

Weaknesses Higher education expansion is not accompanied by emphasis on

quality The current course structure is inflexible and does not support

mobility The financing system does not provide sufficient freedom for

competitiveness The infrastructure is inadequate for the changing demand The current payment system does not provide incentives for

excellence Funding for research is far below the EU average

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Number of students in Hungary 1990-2003

Number of students in Hungary 1990-2005

0

50 000

100 000

150 000

200 000

250 000

300 000

350 000

400 000

450 000

4

Student Numbers 2004/2005Higher Vocational

College University Special Progrs

PhD and Master

Total

Full time 7 452 102 380 109 912 450 5 318 225 512

Evening 84 7 025 2 331 2 168 48 11 656

Correspondence

1 586 98 699 25 926 20 287 2575 149 073

Distance 32 193 3 086 35 279

Total 9 122 240 297 138 169 25 991 7 947 421 520

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Expected number of school-age population2001-2016

300000

350000

400000

450000

500000

550000

600000

650000

700000

2001 2006 2011 2016

5-9 évesek

10-14 évesek

15-19 évesek

KSH Népességtudományi Kutató Intézet Előreszámítási adatbázis, 2004 (Készítette: Hablicsek László)

6

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fin

nors

zág

Kor

ea

Kan

ada

Jap

án

Cse

hor

szág

Ais

ztri

a

Ném

etor

szág

OECD

átl

ag

Szl

ovák

ia

Mag

yaro

rszá

g

Egy

esül

t Á

llam

ok

Mex

ikó

Pisa 2003 mathematics

3. szint

1. szint

1. szint alatt

6. szint

5. szint

4. szint

2. szint

11-3

2 1-4

1614-18

2219-23

2422-24

54-7

109-14

1514-18

29

42-7

1513-18

1816-21

OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 2.5a, p.354.

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Hungarian UNIVERSITAS Programme A long-term strategy for reform and

investment

Objectives Provide high quality teaching and research, competitive

knowledge and skills also by international standards Increase support for students and international mobility Ensure equal access right Introduce performance based funding and payment

schemes for lecturers/researchers Create the conditions for good quality teaching and

research also in the infrastructure Strengthen links between higher education and the

economy

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Pillars of the Hungarian UNIVERSITAS

Programme (2004)

I. Joining the European Higher Education AreaII. Extending students’ rights and financial

support for mobilityIII. Institutional management and finance reformIV. Infrastructure investment programme

involving private investors (PPP)V. Research and Development Programme with

increased funding

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Implementing Reforms Policy formulation Coordination and Professional Dialogue Legislative reform: the Bologna objectives, new

steering and funding mechanisms (to provide both for public and private institutions), new governance structures for institutions

A large number of programmes and support schemes

Student Participation National Follow-up StructureNational Bologna Board

Ministry of Education The Hungarian Rectors’ Conference

National Accreditation Subject Specific Steering Groups

Board Higher Education Research Council

National Students UnionEmployers Organizations

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The two cycle system

Duration and orientation of programmes – which subjects should not be covered by the new system

Employability – the National Qualifications Framework with an outcomes based approach

A unique opportunity to revise pedagogical concepts (focus on the learner)

Access to HE Progression from one cycle to the next

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LINEÁRIS KÉPZÉSI SZERKEZET

BACHELORS 180-240 credits

MASTER 60-150 credits

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Implementing the new course structure

Challenges for institutions Structural changes and quality The pace of reforms –changeover from the old system to

the new Dividing teaching content between Bachelor and Master

level Extra administrative burden (e.g. implementing ECTS) The value of a Bachelors degree The binary systemSome conformity is needed but NO Straightjackets!A national debate to consult Students Staff EmployersTracing the career path of graduatesNational coordination groups to develop new curricula at

subject level

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Teacher Education Reform - an integral part of the overall

education reform Implementing a unified system of initial teacher training 2) In order to enhance quality teaching degrees will be

awarded on the Masters level (it will qualify graduates to teach in the 5 to 12 (or 13) grades of the school system)

Teacher training programmes may be selected as a master option –in the interest of students and the economy

Modernizing the content and methodology of teacher education with a focus on the needs of school education- in the interest of schools

Strengthening the practical orientation of teacher education Organizational frameworks will be provided by the new law On government level In HE institutions

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National Qualifications Framework

Recommendation: Review the education system as a whole

(public and vocational, lifelong learning) Re-examine vocational and academic

needs and create an integrated system of qualifications that will gradually bring closer education and training.

The implication of an integrated system of qualifications should be considered at the level of curriculum practice.

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Important Aspects

•Whether the curriculum that was established when at most 10% continued in education, is appropriate when at least 35-40% are expected to continue at least for three years after 18.

•Whether existing participation on the basis of existing curricula, even when it is possible, would provide students with the kind of skills and knowledge that are necessary in the likely circumstances of the twenty first century.

•Learner independence – the empowerment of students

•New methods of student assessment are required

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Aims of the qualifications framework

• Provide information for end users (employers, parents, institutions, potential students) on the conditions for obtaining an award and the actual content of a qualification;

• Support international comparability of standards with special regard to EU accession and the EHEA;

• Assist student choice by informing students about possible routes of progression also within the context of LLL;

• Give guidance to the higher education institutions in defining their own academic standards and the external evaluation bodies (e.g. Accreditation Board) in defining points of reference for conducting external evaluation.

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Advantages of having a QF• The framework will allow the institution adequate flexibility in

designing their programmes in the given study fields

• It will promote innovation in the education programmes within a frame agreed by all academic and awarding bodies.

• Needs of further professional education and training will also be considered. The descriptors for the different levels my provide points of reference for placing the qualifications of short cycle programmes at a certain level of the framework

• Quality assurance - learning outcomes increase transparency and the comparability of standards between and within qualifications

• It promotes all types of mobility

• It may assist the employability of new graduates Progression from one cycle to the next

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Challenges

• The use of credits to quantify learning outcomes - no direct links with learning outcomes,

• Implications for curriculum design, teaching, learning and assessment - a very long and time-consuming process,

• The process assumes close co-operation and consensus between all stakeholders,

• How learning outcomes link into accreditation?

• Also part of a new strategy for lifelong learning

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Student MobilityMeasures to support and increase mobility: State support for studies at European institutions New system of loans for students – also for foreign studies A comprehensive programme for building new infrastructure ECTS The credit accumulation and transfer system has been

implemented (legal provisions) Moving from contact hours to student workload is still an issue  A further challenge is assigning credits to courses in the new

system.  The Diploma Supplement: Legal basis – the DS must be issued in Hungarian and in English a student record system on the institutional level new national student data software has been developedIntegrating learning outcomes into the Diploma Supplement

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Issues for recognition

Direct link between the DS, the correct implementation of ECTS, the modularization of programmes a new style QF Mutual trust and confidence – there is

no identical content

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Implementing QualityThe Bologna Process as an opportunity to reflect upon the quality of

education, research and services provided by HE  guidelines, criteria and processes in the QA mechanisms - external

QA processes the practices of HE institutions (curricula, teaching approach,

staffing, etc.), self-evaluation resources and scope of autonomy - the realization that greater

autonomy brings about better and more coherent QA practices changes in the internal governance of the institutions, granting

autonomy the participation of students (success rates, drop out rates and

career choices)   a set of measures to support quality improvement: e.g. part of any

salary increase is linked to performance, normative research funding is tied to performance indicators

changes in the methodology of programme accreditation (and not evaluation) – from input and structure to output

the debate between evaluation v. accreditation and programme v. institutional focus

 

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Higher Education Investment Programme

Recognizing that public funding is NOT sufficient for high performing HE

The most significant infrastructure quality development programme in Hungarian higher education - between 2005 and 2008, with the investment amounting to some HUF 175 billion, i.e. to an annual average of HUF 44 billion under a PPP programme.

The purpose of the development projects is to create the conditions for considerably increasing the competitiveness of higher education institutions serving as a basis for creating a knowledge-based society; to ensure that the currently poor infrastructure of higher education institutions, accommodation and benefits for the increasing number of students reach European standards, improving rapidly and significantly.

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Road to Implementation

New

HE law

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Who will implement the reforms?

Universities state 18 church 5 foundation 1

Colleges state 13 church 22 Private/foundation 12

Total: 71

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Extend the autonomy of higher education institutions

Higher education institutions have full decision-making rights within the scope of their deeds of foundation in terms of their operation, the scope of their education and academic research activities and the issuing of internal regulations.

The Economic Council as a new entity that takes the initiative for strategic decisions and controls measures for efficient financial management and operation while the institutions have total freedom in forming their organisations and bodies according to their possibilities with regard to research and development services.

The Economic Council plays a role in financial and development activities. The composition of the body ensures institutional majority, and the Act determines the rights of the Economic Council and the Senate in the interest of autonomy.

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Financial IndependenceInstitutions have the freedom to differ in their financial management from the provisions of the regulation governing public finances, applicable to budgetary organisations since institutions have the freedom to:

keep their own income in a separate account; pursue business activities without the obligation to pay any taxes

and duties; use proceeds from the sale of properties for development

purposes; sell their own properties; have the right to found businesses, economic enterprises and

foundations; set up risk funds; launch investment projects provided that they commit to

repaying any loans taken out for that purpose; take out loans subject to certain conditions and Sspecial support is granted for launching and maintaining small,

high quality study programmes that are part of the national heritage and to higher education institutions with outstanding education, research and development activities under an agreement

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SUCCESS FACTORS Bologna and other higher education

reforms (the “trigger effect”) A synergy between top-down and

bottom-up approaches (an impetus to strategic planning)

The role of guidance, support and regulations at national level

The timing and pace of reforms (speed and fine-tuning)

The future of the current university system 

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A culture of transition

Education is one of the key issues of society building and integration

„The transition from rather authoritarian governance towards a democratic and market-oriented society requires many

elements of change within the education system and the process of organized orientation towards the values of this

new type of socity.”