Reforming the Hungarian Higher Reforming the Hungarian Higher Education System and its Education System and its Consequences for Teacher Consequences for Teacher TrainingTraining

Reforming the Hungarian Higher Reforming the Hungarian Higher Education System and its Education System and its Consequences for Teacher Consequences for Teacher TrainingTraining

Homor Lajos

Vitéz János Catholic College

Esztergom, Hungary

Teacher Training Institutions in Hungary

Esztergom

New challenges

New system for the entrance examination New program for teacher training.

the first is linked to the new system of maturation, the second is linked to the processes of the

European Higher Education Area designed in Bologna and signed by all of the executives of the present EU.

Consequences of the Bologna declaration

Comparable degrees ECTS credit system Mobility of students Quality assurance

Present System of Hungarian Higher Education and Plans for Future

PhD

BA Level

MA Level

College University

College Diploma

?

University Diploma

Bologna Declaration

TeacherTraining

Evolution of degree programs I. The Actors

Ministry

Ministry of EducationAccreditation Commettee

UniversityStudent

Legal controlQuality Control

Evolution of degree programs II. Deadlines

09.01.2006.12.05.2004. 03.01.2005. 12.15.2005.

List of new degreePrograms (ME)

Requirements for graduation in form of a list of comptencies (ME, HAC)

Licence for the HEI to start the degree program (ME, HAC)

One row 2-4 pages 150-170 pages

03.01.2005.

Application forlicence to offerdegree programfor students(HEI)

Degree programstarts

Study field Accumulated credits

Compulsory 168

Optional 60

Free Min 12

Total 240

1 credit = 30 hours of study = 15 contact hours + 15 hours individual work

The admission system

Aptitude test in•Music•Speech•Sport •Health

Pass/Fail

Matriculation (two levels) Points:AccumulatedObtained Selection

algorithm

Organised by the University

Yes/No

5 Subjects

Organised by the State

YES/NO

Az óv ó- tanítóképzőkbe j elentkezők száma

0

1000

2000

3000

4000

5000

6000

7000

8000

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

főTotal number of applicants for teacher- training

in Hungary

A jelentkezési arányok alakulása

0

0,5

1

1,5

2

2,5

3

1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002

Átlag

VTIF

Rate of applications and enrollments in teacher training

Institution 1.

Institution 2.

Institution 3.

Institution n.

N.A.O.

Application B.

Application A.

Informations for the applicants

Per cent at matriculation

Obtained points for

admission by

subject(in the case of

two subjects)

Obtained points for

admission by

subject(in the case of

one subject)

90 % - 100 % 30 60

85 % - 89 % 29 58

80 % - 84 % 28 56

75 % - 79 % 27 54

70 % - 74 % 26 52

65 % - 69 % 25 50

60 % - 64 % 24 48

55 % - 59 % 23 46

50 % - 54 % 22 44

45 % - 49 % 21 42

40 % - 44 % 20 40

35 % - 39 % 19 38

30 % - 34 % 18 36

25 % - 29 % 17 34

20 % - 24 % 16 32

0 - 19 % 0 0

Intermediate GradeAdvanced

level

80 % - 100 % 5 60 % - 100 %

60 % - 79 % 4 47 % - 59 %

40 % - 59 % 3 33 % - 46 %

20 % - 29 % 2 20 % - 32 %

0 % - 19 % 1 0 % - 19 %

Example The result ‘good’ at every subject creditable from the point of view of

the further studies and the average result of ‘good’ at the matriculation mean 48 forty-eight acquired points.

At the matriculation, strong ‘good’ results in the two subjects required by the major course (for example: 78 per cent at the intermediate level) mean 27 + 27 = 54 (twenty-seven plus twenty-seven, altogether fifty-four) obtained points.

The sum of the acquired and obtained points would be altogether 102 (a hundred and two) but by doubling the obtained points the student has 108 (a hundred and eight) points, he or she is ranked with 108. (The extra points are added to this.)

The students who reach at least ninety per cent in the subjects required at the major course have sixty obtained points, and - regardless of their secondary school results - are ranked with 120 points in the entrance procedure. (The extra points are added to this.)

It is important to add that from 2005, it will not be possible to double the acquired points in the entrance procedure.

The modell of the selection algorithm

CandidatsOrder of Institutions Points

A B  

P 2 1 100

Q 2 1 90

R 1 2 115

S 2 1 110

X 1 2 120

Y 1 2 110

CandidatsOrder of Institutions Points

A B  

X 1 2 120

R 1 2 115

Y 1 2 110

S 2 1 110

P 2 1 100

Q 2 1 90

A

B

PQ

RS

XY

InstitutionsCandidatsR

X

SY

QP

Timetable of the process

Deadline for application: 02.15.2005. Start of matriculation:

Written exams: 05.06.2005.Oral exams: intermediate: 06.8-11.

advanced: 06.20-07.01

Apptitude test: 06.15-17. Centralised selection: 07.21.2005

Number of Applications and Enrollments

0

50

100

150

200

250

1996 1997 1998 1999 2000 2001 2002 2003 2004

VTIF

Trends of the minimum and average of points

0

20

40

60

80

100

120

1996 1997 1998 1999 2000 2001 2002 2003 2004

VTIF

Vitéz János Római Katolikus Tanítóképző Főiskola

……And What Jobs Will Disappear?And What Jobs Will Disappear?

1. Stockbrokers, auto dealers, mail carriers, insurance and real estate 1. Stockbrokers, auto dealers, mail carriers, insurance and real estate agents agents

2. Teachers2. TeachersDistance learning is becoming more popular, and through the miracle of Distance learning is becoming more popular, and through the miracle of online classes and electronic grading, today's faculty lounge could become online classes and electronic grading, today's faculty lounge could become tomorrow's virtual help desk. Though a complete conversion is unlikely, tomorrow's virtual help desk. Though a complete conversion is unlikely, outsourcing our education system might cost less than installing all those outsourcing our education system might cost less than installing all those metal detectorsmetal detectors. .

05. 29. 2000.05. 29. 2000.

Visions 21Visions 21

Tasks to be considered

SWOT ANALYSISSTRENGTHSWEAKNESSOPPORTUNITIESTROUBLES

WOULD YOU PREFER THE HUNGARIAN SYSTEM?WHY; WHY NOT

What can be mentioned as the main difference between academic education systems of your country and Hungary`s one in ?

Why to test the apptitude to be a teacher at the starting point of the program? What relations should be between the apptitude and the final test?

SWOT Analysis S W

O T