PROCSEE as a vehicle for PHE Policy in CSEE Experiences from Hungary

Intro – PHE in Hungary Focuses: Business Pedagogy What is PHE in your country? The proportion of theory and practice (40-60%). How does it differ from VET / Academic HE UAS requirements: Smaller scale of BA/BSc, MA/MSc (Minimum 4 BA, and 2 MA programs) No doctoral program Operating Dual Course in min. 2 degree programs Min. 45 % of the teaching staff must have academic qualification Provide foreign language course Operating scientific student collegium Focuses: Business Pedagogy Multinational companies driven

ACADEMIC UNIVERSITIES PROFESSIONIAL UNIVERSITIES VET

General Statistics How many experts did you involve nationally? = 4 EXPERTS How many meetings did you have? = 1 + 6 meetings Any other interesting stats?

70 15 13 27 16 8 7 1 14 2 4 10 3 6 5 11 Dissemination NCPHEE Issue Date Place Participants Authorities Institutions Business Experts Dissemination 23.11.2016 Budapest 16 8 7 1 NCPHEE Challenges identified 05.07.2016 14 2 4 T1 National recommendations 23.05.2018 10 3 T4National recommendations 24.05.2018 6 T3 National recommendations 5 Summary of national recommendations 29.05.2018 11 T2 National recommendations 05.06.2018 Veszprém Number of participants 70 15 13 27

Main Lessons learned Define the role of PHE in a wider social and economical context - WE DO NOT DO IT YET. In PROCSEE countries there are more similar challenges than country specific ones thus there are a lot of potential areas for peer-learning. – THE PROJECT CONFIRMED OF ITS INITIAL HYPOTESIS.

Alignment of PHE with Regional Strategies Main Activities Our Association in next years Promotion of embedding proactive regional engagement into internal policies and strategies of PHEIs and measuring the impact of regional role of PHEI during the impementation. Achievement of involving regional stakeholders into the operative and strategic decisions of PHEIs based on wide networking. Our Main Demands from Government Review and develop the complex policy framework to support regional engagement of PHE. Facilitate staff mobility between PHE and world of work (open up) – remove obstacles, develop incentives.

Promotion of PHE in Response to Skill Shortages Main Activities Our Association in next years Combining information databases of the different level of education systems to gain relevant data to handle the skill shortage. Our Main Demands from Government To promote the activity of Higher Education – Industry Cooperation Centres (FIEK). To create a system for regular update of PHE programs according to the changes in the world of work.

Organising and Monitoring Student Placements Main Activities Our Association in next years Extend the activities of Student Service Centers in local and at national level. Involve Alumni students into the education. Creating experience-based quality tools. Our Main Demands from Government To provide economic incentives (tax reduction, tax exemptions, mentor paying) for companies that are accepting students as interns. Directives in the proces of review of Requirements against all higher education programs (KKK) especially to involve industry actors.

Personalised Learning Environments Main Activities Our Association in next years We have to develop the concept of Competence Development Center in institutional level. Higher Education Digital Knowledge Base Portal in national level. Our Main Demands from Government To support (legal, financial, etc.) the establishment of Competence Development Centers at HEIs. Establish National Higher Education Digital Knowledge Base Portal (research + service + education).

Our PROCSEE Experience Setting Policy Priorities through National Stakeholder Consultation The NCPHEE-meetings were much more effective and fruitful than expected. Sharing Experience with Experts & Associations at European Fora Methodology of the involvement of international experts was satisfactory. Best Practice Collection & Sharing We experienced that collection of relevant best practices is challenging.