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Károly Belina: Dual Type Higher Education in Hungary - Model of Kecskemet

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The Hungarian higher education traditionally was more theory oriented, especially at the universities. The former colleagues did not play the same role as before because of the Bologna system. The current education cycle time seems to be too long, the drop out rate is high. The Hungarian state (following the tendencies in Europe) reduces its financial participation in the higher education. The Hungarian industry (especially the automotive industry) requires more practice oriented engineers for operating the high-tech production technology. Some Hungarian automotive companies have good experiences with the cooperative education. These were the reason why Kecskemet College decided to develop a dual type education, cooperating with the vehicle industry. The education bases on a German model, however, some modification was carried out.

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Károly Belina: Dual Type Higher Education in Hungary - Model of Kecskemet

  1. 1. ELŐADÁS CÍME Dual Type Higher Education in Hungary - Model of Kecskemet Károly Belina Kecskemét College, Hungary Faculty of Mechanical Engineering and Automation Conference on University and Business Cooperation in Central Europe (CUBCCE) Budapest, Hungary 28-29 January, 2016
  2. 2. Kecskemét College • Three faculties • More than 3200 students • 150 employees • Full-time, part-time learning courses • BSc courses, postgraduate training Faculty of Mechanical Engineering and Automation 2005: 3000 students 2015: 1935 students INNOVATION and INDUSTRIAL COOPERATION
  3. 3. Analysis of the situation • Shortage of well-qualified engineers • German education-reorganized – new type (dual) of education (DHBW) – to improve professional knowledge • Goal – highly qualified academic staff, advanced infrastructure, workshops high standard of technology. • Advantage – students acquire academic knowledge and related practical training in real-world
  4. 4. Practice quantity
  5. 5. Expectations • INDUSTRIAL – Short education (3-4 years) – Well-qualified, trained workforce COMPETITIVE – Acquiring soft skills ENGINEER – Strong attachment and commitment • EDUCATIONAL – Harmonisation of academic and practical knowledge – No new accreditation – Fit to the present time frame – Interoperability between normal and dual type education • SOCIAL – Flexible short-term training – Quality training – Meeting local needs – Reducing labor migration
  6. 6. Professional education - German-based model at Kecskemét College Professional education Technical knowledge University/College: Theory Industry: Practical knowledge Methodology University: research, calculation Industry: project work Social skills College: presentation technics Industry: negotiation technics
  7. 7. Dual system Structure of the system Dual training College 13 weeks Company 8 weeks College 13 weeks Company 16 weeksS Holiday
  8. 8. Dual training in the light of data Started • 25 students at the Faculty of Vehicle Engineering • two companies 2013 • two new courses, BSc in Mechanical Engineering and Technical Management specializing in logistics At present • 125 students • 25 companies
  9. 9. Learning results 154 147 127 98 0 20 40 60 80 100 120 140 160 180 Acquired credit in average Fulfiled credit in average Dual students Non-dual students
  10. 10. Weaknesses Students • Not sufficiently developed teaching materials • Coordination and communication between the companies and the College • Lack of cooperation • Problems in time schedule Companies • Not sufficiently developed teaching materials • engineers imperfect knowledge of pedagogical skills • students require much time besides daily work • Not sufficient pre- knowledge
  11. 11. Risks Students • Focuses on one specialized field • It is adapted to only one company's needs • Overburdened (not well- balanced curricula) • Lack of adapting new system Companies • Focuses on one specialized field • It is adapted to only one company's needs • The difficulties with the students’ schedule • Economic risk if the student will not take a job with the company after graduation
  12. 12. Questiones to discuss • Curricula – Academic – Company • Cooperation – Time frame – Number of companies – Dual and non dual students • Education – Teaching the teachers
  13. 13. Thank you for your attention Further information: belina.karoly@gamf.kefo.hu torok.erika@gamf.kefo.hu kovacs.zsuzsanna@gamf.kefo.hu

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