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

2. 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

3. ACADEMIC UNIVERSITIES PROFESSIONIAL UNIVERSITIES
VET

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

5. 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
Budapest 16 8 7 1
NCPHEE
Challenges identified 14 2 4
T1 National recommendations 10 3
T4National recommendations 6
T3 National recommendations 5
Summary of national recommendations 11
T2 National recommendations
Veszprém
Number of participants 70 15 13 27

6. 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.

7. 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.

8. 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.

9. 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.

10. 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).

11. 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.