1. "Kecskemét" model and experience of dual education
Dr. Piroska Ailer
12. Mai 2015

2. "Kecskemét" model of dual education - Definition. 1
The dual higher education is practice-oriented education based on the cooperation of university institutes and related industrial enterprises in which in addition to the quality- / theoretical knowledge the transfer of praxisorientierten experiences is also very important.
The university institutes and companies share both the educational areas and the period of education between each other:
the university institutes are focusing primarily (but not exclusively) on the theoretical, the companies on the practical education;
The participating students of the dual education spend half their time in the college, half their time in the company.

3. Dual education - distribution of tasks
Professional Education
Expertise
College: theoretical knowledge Company: practical knowledge
Knowledge of Methodology
College: research, computation Company: project work
Social Skills
College: presentation techniques Company: negotiation methods

4. Dual education - schedule

5. "Kecskemét" model of dual education - Definition. 2
In addition to the rules and procedures of the higher education admission system, students to participate in dual education are selected (after a preliminary application) by the companies’ own procedures developed (tests, interviews, group exercises, assessment of language skills, etc.).
For the period of education (7 semesters for B.Sc. course of studies) a student employment contract concluded between the company and the student, based on which the student agrees with the progress on the model curriculum and the company pays cash benefits to the student.
The contract contains no obligation for either party after completion of the education period.

6. Dual education – roles and responsibilities
Student:
the student has a career opportunity and life path in view by the company of his choice;
monthly regular income;
increased workloads (48 weeks a year)
Motivation
Company:
Active participation in the education of the students selected by itself;
transferring of knowledge / information, which itself is missing;
incurring the costs;
long-term investment.
College:
motivated students:
active corporate collaborations (education and R & D & I);
social awareness and recognition;
increased interest.

7. Dual Education at the Kecskemét College – the Beginnings
Two corporate partners:
Preparing for deployment in Hungary:
Cooperation between college and companies
contract between student and company
temporal structure of education
Marketing and communication strategy towards the society, schools, parents and prospective students
Method of selection of students by the company(!)
development of corporate training programs with the support and approval of the College .
legal action

8. First dual class
The dual education was launched as part of the vehicle engineering B.Sc. education in september 2012.
The number of dual education candidates in > 300
Available number of dual education

9. Dual education programs and partners
Starting with the 2013/14 academic year in addition to automotive engineer other courses also started the dual education:
Technical Manager (specialized for logistics)
Mechanical Engineer (more specialisation)
Currently study in three courses together 125 students in the form of dual education.
Other companies have also joined in the dual education, in the 2014/15 academic year we have with 25 companies and institutions a dual partnership.
In academic year 2015/16, according to the documentation submitted to the Dual Education Council:
all diploma courses (technical and IT educational areas) of Faculty GAMF and the diploma course horticulturist of the Faculty of Agronomy are as dual education available;
a total of 40 companies and institutions, and expected to be approximately 200 students;
different ownership relations, size and structure of the companies;
geographically larger distances (Pécsvárad, Tatabánya, Budapest, Vác, Debrecen, Orosháza, Mosonszolnok)

10. Corporate solutions
Greater distance between the education institution - and the company:
recruiting secondary-school students from the company environment (!)
logistical issues.
Involvement of SME’s (small and medium-sized enterprises) in the dual education:
alone (based on the german experience the size limit is 50 people);
in relation to each other; sharing tasks and training time
with large corporate customer (supplier development);
with large corporate customer (german example);
combined with networking, "education clusters", with a higher education institution in the center point.

11. First Results - students’ opinions
Short-term goals of the students in the dual education
Number of people
Working for preferred company
Participation in education based on new methodology
Acquisition of company practice
Completing education on time
Financial support from the company
Team membership
Meeting the challenge of the education
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

12. First Results - students’ opinions
Long term objectives of students in dual education
Number of people
getting employed at the training company
selecting between employees
working at professional company after graduation
finding a well-paying job
obtaining professional knowledge
joining a good team
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

13. First Results - students’ opinions
Students’ ideas and expectations on the education
at the time of application to dual education
Number of people
I can lead a more independent life
it’s going to be high quality
company professionals/
engineers...
No need to study hard
I can make the schedule of my time
I can learn easily what is required
teachers are easy to understand and they teach well
My secondary education is a good base
I’ll learn up to date knowledge
I did not have any particular expectation
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

14. First Results - students’ opinions
Students’ ideas and expectations on the practical experience
at the time of application to dual education
Number of people
I would gain lots of professional experience
I can participate in solving concrete problems
My work will be needed
I can get acquainted with various fields at the company
I can work as a member of a team
Time passes quickly in the company
There is no need to be there a lot
I can learn the most modern technology
I did not have any particular expectation
My work will be paid
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

15. First Results - students’ studies
Average of the students’ credits
Academic year 2012/2013, spring semester
Automotive engineer
Mercedes
Average of the students’ credits
Automotive engineer
Knorr
Automotive engineer
summarised
Technical
educational field
Average number of earned credits
Accumulated
credits
Average number of applied credits
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

16. First Results - students’ grades
Average of the students’ grades
in both semesters 2012/2013
Average of the students’ grades
Automotive engineer
Mercedes, 1. sem.
Automotive engineer
Mercedes, 2. sem.
Automotive engineer
Knorr, 1. sem.
Automotive engineer
Knorr, 2. sem.
Automotive engineer
dual, 1. sem.
Automotive engineer
dual, 2. sem.
Automotive engineer
conventional, 1. sem.
Techn. Educ.
Field, 2. sem.
Automotive engineer
conventional, 2. sem.
Techn. Educ.
Field, 1. sem.
Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

17. First results – summary
Students’ motivation
Short term: Acquisition industrial / professional experience, faster starting to work due to the shorter, but rather intensive education, getting familiar with new technologies.
Long term: Better job opportunities in the labor market.
Student’s accomplishment
At both companies the students participated in dual education had more credit applied and succesfully earned than those students participating in the traditional program, as a result their accumulated credit is also higher.
Comparing the weighted average of the first two semesters the results shows that the average result of students participating in the dual education was better by 0,4 for first the semester and better by nearly 0,7 for the second semester than the students participating in the traditional automotive engineer education program.
There is virtually no drop-outs (one student because of studying in abroad)
The students following the proposed course program, the BSc. program is accomplished in 7 semesters.

18. Thank you for your attention!