In this study, we endeavor to map the foreign language learning attitude of highereducation (HE) students as well as the social background of these student groups. Good command of foreign languages is of key
Student progression in highereducation (HE) has been an enduring issue in European HE policy due to its inclusion in the European Union’s strategic document “Education and Training 2020” ( European Commission
It is my argument that the reform of Hungarian higher
education is subordinate to a larger neoliberal agenda involving the
marketization of public services and is driven by the international financial
community through the policies of the World Bank and the European Union.
Specifically, the five most frequently cited goals of the reform of Hungarian
higher education (the integration of state-run higher education institu__
Shanghai among the most widely cited ranking lists of the world of international highereducation. We faced three research issues during our research. First, we were interested in the extent to which the widespread, also press-generated impression of
Increasing the number of students who complete their highereducation (HE) studies is growing significantly across Europe; it is seen to contribute to individual and national prosperity, and to improve the
The aim of the article is to outline the ongoing changes in the structure of secondary and higher education in Hungary. The change of regime induced definitive processes on both educational levels, enabled the irreversible expansion of higher education and the diversification of higher level training, which had serious impacts on secondary level vocational education. The author sketches the institutional, structural and legitimacy crises of which vocational training system has been suffering since 1990. Comparing with foreign models and based on data of the graduates' qualification structure, he formulates proposals aiming at reaching a respectable balance between secondary and higher level vocational training, replacing the present “competition model” with a “pedagogical model for development”.
nappali tagozatán 1998-ban végzett fiatal diplomások munkaerö-piaci életpálya vizsgálatának eredményeiröl . Budapest, 2000. június. (Report on the results of the 1999 survey on labour-market trajectories of highereducation graduates