1. Reforming Higher Education: a National Experience: Hungary Tirana 22-23 March 2006 Conference to Launch A MASTER PLAN FOR HIGHER EDUCATION IN ALBANIA

2. 2 The National Context Achievements  Thousands of students - expansion of higher education  Excellent talents, prize winners  Traditions of education and research  New University Centers to serve regional needs (mergers) Weaknesses  Higher education expansion is not accompanied by emphasis on quality  The current course structure is inflexible and does not support mobility  The financing system does not provide sufficient freedom for competitiveness  The infrastructure is inadequate for the changing demand  The current payment system does not provide incentives for excellence  Funding for research is far below the EU average

3. 3 Number of students in Hungary 1990-2003

4. 4 Student Numbers 2004/2005 Higher Vocation al CollegeUniversitySpecial Progrs PhD and Master Total Full time7 452102 380109 9124505 318225 512 Evening847 0252 3312 1684811 656 Correspon dence 1 58698 69925 92620 2872575149 073 Distance32 1933 08635 279 Total9 122240 297138 16925 9917 947421 520

5. 5 KSH Népességtudományi Kutató Intézet Előreszámítási adatbázis, 2004 (Készítette: Hablicsek László)

6. 6 Pisa 2003 mathematics 3. szint 1. szint 1. szint alatt 6. szint 5. szint 4. szint 2. szint 1 1-3 2 1-4 16 14-18 22 19-23 24 22-24 5 4-7 10 9-14 15 14-18 29 4 2-7 15 13-18 18 16-21 OECD (2004), Learning for tomorrow’s world: First results from PISA 2003, Table 2.5a, p.354.

7. 7 Hungarian UNIVERSITAS Programme A long-term strategy for reform and investment Objectives n Provide high quality teaching and research, competitive knowledge and skills also by international standards n Increase support for students and international mobility n Ensure equal access right n Introduce performance based funding and payment schemes for lecturers/researchers n Create the conditions for good quality teaching and research also in the infrastructure n Strengthen links between higher education and the economy

8. 8 Pillars of the Hungarian UNIVERSITAS Programme (2004) I. Joining the European Higher Education Area II. Extending students’ rights and financial support for mobility III. Institutional management and finance reform IV. Infrastructure investment programme involving private investors (PPP) V. Research and Development Programme with increased funding

9. 9 Implementing Reforms n Policy formulation n Coordination and Professional Dialogue n Legislative reform: the Bologna objectives, new steering and funding mechanisms (to provide both for public and private institutions), new governance structures for institutions n A large number of programmes and support schemes n Student Participation National Follow-up Structure National Bologna Board Ministry of Education The Hungarian Rectors’ Conference National Accreditation Subject Specific Steering Groups Board Higher Education Research Council National Students Union Employers Organizations

10. 10 The two cycle system n Duration and orientation of programmes – which subjects should not be covered by the new system n Employability – the National Qualifications Framework with an outcomes based approach n A unique opportunity to revise pedagogical concepts (focus on the learner) n Access to HE n Progression from one cycle to the next

11. 11 LINEÁRIS KÉPZÉSI SZERKEZET BACHELORS 180-240 credits MASTER 60-150 credits

12. 12 Implementing the new course structure Challenges for institutions n Structural changes and quality n The pace of reforms –changeover from the old system to the new n Dividing teaching content between Bachelor and Master level n Extra administrative burden (e.g. implementing ECTS) n The value of a Bachelors degree n The binary system Some conformity is needed but NO Straightjackets! A national debate to consult n Students n Staff n Employers Tracing the career path of graduates National coordination groups to develop new curricula at subject level

13. 13 Teacher Education Reform - an integral part of the overall education reform Implementing a unified system of initial teacher training n 2) In order to enhance quality teaching degrees will be awarded on the Masters level (it will qualify graduates to teach in the 5 to 12 (or 13) grades of the school system) n Teacher training programmes may be selected as a master option –in the interest of students and the economy n Modernizing the content and methodology of teacher education with a focus on the needs of school education- in the interest of schools n Strengthening the practical orientation of teacher education n Organizational frameworks will be provided by the new law n On government level n In HE institutions

14. 14 National Qualifications Framework Recommendation: n Review the education system as a whole (public and vocational, lifelong learning) n Re-examine vocational and academic needs and create an integrated system of qualifications that will gradually bring closer education and training. The implication of an integrated system of qualifications should be considered at the level of curriculum practice.

15. 15 Important Aspects Whether the curriculum that was established when at most 10% continued in education, is appropriate when at least 35-40% are expected to continue at least for three years after 18. Whether existing participation on the basis of existing curricula, even when it is possible, would provide students with the kind of skills and knowledge that are necessary in the likely circumstances of the twenty first century. Learner independence – the empowerment of students New methods of student assessment are required

16. 16 Aims of the qualifications framework Provide information for end users (employers, parents, institutions, potential students) on the conditions for obtaining an award and the actual content of a qualification; Support international comparability of standards with special regard to EU accession and the EHEA; Assist student choice by informing students about possible routes of progression also within the context of LLL; Give guidance to the higher education institutions in defining their own academic standards and the external evaluation bodies (e.g. Accreditation Board) in defining points of reference for conducting external evaluation.

17. 17 Advantages of having a QF The framework will allow the institution adequate flexibility in designing their programmes in the given study fields It will promote innovation in the education programmes within a frame agreed by all academic and awarding bodies. Needs of further professional education and training will also be considered. The descriptors for the different levels my provide points of reference for placing the qualifications of short cycle programmes at a certain level of the framework Quality assurance - learning outcomes increase transparency and the comparability of standards between and within qualifications It promotes all types of mobility It may assist the employability of new graduates n Progression from one cycle to the next

18. 18 Challenges The use of credits to quantify learning outcomes - no direct links with learning outcomes, Implications for curriculum design, teaching, learning and assessment - a very long and time- consuming process, The process assumes close co-operation and consensus between all stakeholders, How learning outcomes link into accreditation? Also part of a new strategy for lifelong learning

19. 19 Student Mobility Measures to support and increase mobility: n State support for studies at European institutions n New system of loans for students – also for foreign studies n A comprehensive programme for building new infrastructure ECTS n The credit accumulation and transfer system has been implemented (legal provisions) Moving from contact hours to student workload is still an issue A further challenge is assigning credits to courses in the new system. The Diploma Supplement: n Legal basis – the DS must be issued in Hungarian and in English n a student record system on the institutional level n new national student data software has been developed Integrating learning outcomes into the Diploma Supplement

20. 20 Issues for recognition Direct link between n the DS, n the correct implementation of ECTS, n the modularization of programmes n a new style QF Mutual trust and confidence – there is no identical content

21. 21 Implementing Quality The Bologna Process as an opportunity to reflect upon the quality of education, research and services provided by HE n guidelines, criteria and processes in the QA mechanisms - external QA processes n the practices of HE institutions (curricula, teaching approach, staffing, etc.), self-evaluation n resources and scope of autonomy - the realization that greater autonomy brings about better and more coherent QA practices n changes in the internal governance of the institutions, granting autonomy n the participation of students (success rates, drop out rates and career choices) n a set of measures to support quality improvement: e.g. part of any salary increase is linked to performance, normative research funding is tied to performance indicators n changes in the methodology of programme accreditation (and not evaluation) – from input and structure to output n the debate between evaluation v. accreditation and programme v. institutional focus

22. 22 Higher Education Investment Programme Recognizing that public funding is NOT sufficient for high performing HE n The most significant infrastructure quality development programme in Hungarian higher education - between 2005 and 2008, with the investment amounting to some HUF 175 billion, i.e. to an annual average of HUF 44 billion under a PPP programme. n The purpose of the development projects is to create the conditions for considerably increasing the competitiveness of higher education institutions serving as a basis for creating a knowledge-based society; to ensure that the currently poor infrastructure of higher education institutions, accommodation and benefits for the increasing number of students reach European standards, improving rapidly and significantly.

23. 23 Road to Implementation New HE law

24. 24 Who will implement the reforms? n Universities  state 18  church 5  foundation 1 n Colleges  state 13  church 22  Private/foundation 12 Total: 71

25. 25 Extend the autonomy of higher education institutions n Higher education institutions have full decision-making rights within the scope of their deeds of foundation in terms of their operation, the scope of their education and academic research activities and the issuing of internal regulations. n The Economic Council as a new entity that takes the initiative for strategic decisions and controls measures for efficient financial management and operation while the institutions have total freedom in forming their organisations and bodies according to their possibilities with regard to research and development services. The Economic Council plays a role in financial and development activities. The composition of the body ensures institutional majority, and the Act determines the rights of the Economic Council and the Senate in the interest of autonomy.

26. 26 Financial Independence Institutions have the freedom to differ in their financial management from the provisions of the regulation governing public finances, applicable to budgetary organisations since institutions have the freedom to: n keep their own income in a separate account; n pursue business activities without the obligation to pay any taxes and duties; n use proceeds from the sale of properties for development purposes; n sell their own properties; n have the right to found businesses, economic enterprises and foundations; n set up risk funds; n launch investment projects provided that they commit to repaying any loans taken out for that purpose; n take out loans subject to certain conditions and Sspecial support is granted for launching and maintaining small, high quality study programmes that are part of the national heritage and to higher education institutions with outstanding education, research and development activities under an agreement

27. 27 SUCCESS FACTORS n Bologna and other higher education reforms (the “trigger effect”) n A synergy between top-down and bottom-up approaches (an impetus to strategic planning) n The role of guidance, support and regulations at national level n The timing and pace of reforms (speed and fine-tuning) n The future of the current university system

28. 28 A culture of transition Education is one of the key issues of society building and integration „The transition from rather authoritarian governance towards a democratic and market-oriented society requires many elements of change within the education system and the process of organized orientation towards the values of this new type of socity.”