Budapest, October 15, 2000
MESIPA project
Overview of the National Situation - Hungary
General
presentation
Hungary is a
relatively small country in Central-Europe (area 100.000 
, population 10.000.000 approximately).
The first
universities were founded in the XIV-XV. centuries, the regular higher
education was began at the end of the XVIII. century in the country. Before the
democratic changes of 1990 the system was based on Prussian, Russian
traditions. The higher education had 2 levels (college: bac+3, university:
bac+5). The institutions (even their faculties) were totally isolated,
practically there was no flexibility. The education was "elitist", it
concerned less than 15% of the corresponding generation. However the professional
level (especially theoretical) was high, which e.g. can be proved by important
achievements of scientists educated in Hungary (a few examples from this
century of Nobel prize winners, other creative people: T. Karman /aerodinamics
/, D. Gabor /hologram/, A. Szent-Györgyi /vitamin C /, E. Teller /H-bomb/,
Gy. Olah /economy/, E. Rubik /cube/ etc.).
After 1990 the main
objective of the country is to join the western world, especially the European
Union. According to this objective a reform of higher education is in
process (it is supported by
several western programs, especially EU Phare). The main new elements are:
· Autonomy of higher
educational institutions (guaranteed by the law). Coordination of activities by
"Hungarian Rector's Conference". Practically all institutions (except
defense and police officers training) are under the supervision of the Ministry
of Education. Existence of intermediary institutions ("Hungarian
Accreditation Committee" and "Higher Education and Scientific Council")
for development, control.
· Norm based
budgeting (4 headings: student support, training and maintenance, development,
research).
· Diversification of
training (4 levels: bac+2 /AHVT- accredited higher level vocational training/;
bac+3 /college/; bac+5 /university/; bac+8 /Ph.D./).
· Increase of the
number of students (it was doubled in the past decade, the higher education
population exceeds 28% of the corresponding generation).
· Following of the
international development (beginning of the introduction of the ECTS system,
signature by the Hungarian Ministry of Education of the "Bologna
declaration" etc.).
· Joining European
programs (e.g. Hungary is an eligible participant of Socrates, Leonardo
programs).
· Integration of the
higher education (On January 1, 2000 the earlier about 100 higher educational
institutions entered into new integrated units. At this moment there is 17
state universities, 13 state colleges, 32 church, foundation owned institutions[1]).
The current
situation in Hungary can be characterized as a mixture of the old system and
the increasing (partly dominating) new, EU conform elements. The finances of
the higher education are permanently low.
Engineering
education
The engineering
education is a part of the general Hungarian higher education, typically there
are no special structures, organization for this type of training. The
education is carried out by universities and colleges on the above mentioned 4
levels (most of the students takes part at universities in bac+5, at colleges
in bac+3 years training). The largest university with engineering faculties is
the Budapest University of Technology and Economics (BUTE - represented in the
MESIPA consortium), the number of engineering students is more than 10.000.
Approximately 70% of university level engineering certificates (Dipl. Eng.) are
delivered by BUTE. Another important institutions interested in engineering
education are in the countryside (University of Miskolc, Pécs,
Veszprém, Saint Stephen University etc.). The most important colleges
are: College of Budapest /Budapest Politecnics/, Dunaújváros,
Győr, Kecskemét.
(A more detailed
description of Hungarian higher education and the recent statistics can be
found on the home page of the Ministry of Education: www.om.hu.)
Industrial
placements
History.
The development of
industrial placements in the 2nd half of XX. century can be divided
in 3 parts:
· Before 1990. In
time of state owned economy the practical placements were widely applied, but
it meant mainly low efficacy physical, professional work. It concerned both
students and educational staff.
· 1990ies. It was the
period of transition, privatization of the Hungarian economy. The economy -
higher education links (the practical placements as well) declined importantly.
In the 2nd half of the decade this negative trend changes (partly as
a result of conscious activities, e.g. Phare program: "Strengthening the
links between education and economy").
· Today. It is the time of
the start of the economic growth in Hungary. There is a need in engineers,
especially with practical experience and good in communication, team work,
foreign languages (an important part of economy was privatized by international
companies). This need leads to increase of industrial placements in general and
especially to the interest in foreign internships.
The scenario presented
above is typical for the Central-Eastern European countries. It is the moment
now to recreate new economy - education links.
Legal
conditions.
In Hungary each
university education program is defined in the related "Requirements of
Qualification", specified in a government edict. It contains common and
special requirements for each program. The common requirements for the
technological (engineering) basic programs contain a compulsory professional
practice lasting for at least 12 weeks. The Requirements of Qualification for
special engineering programs do not specify in more detail the professional
practice. Perhaps this fact explains that most of the engineering programs in
the past fulfilled only formally the corresponding law. Nearly all universities
and colleges of the Hungarian technological higher education apply the credit
system. Some curricula associate, some do not associate credit with
professional practice (in this case it is regarded as a criterion for the
diploma).
A new law (1999)
for professional education tax created better financial background of practical
placements (possibility of reduction of some costs of enterprises for
internships longer than 8 weeks.
Current
situation.
We present it on
the example of Budapest University of Technology and Economics. It was
mentioned that it is one of the largest Hungarian university. BUTE has 6
engineering type faculties (architecture, chemical, civil, electrical &
informatics, mechanical, transport), so it covers all main fields of engineering
science. BUTE provides training on all 4 higher education levels.
The situation
depends on faculties. There are cases, where the practical training is
obligatory, and carried out with the participation of enterprises (e.g.
architecture). There exists faculties (e.g. electrical & informatics),
where there is no placement at all. The typical case is that most of the students carry out their
practice at the laboratories of the university, and only some students take
part in really economy related practice.
The 3 main types of
practical placements are (both in the home country and abroad):
· "Worker"
type placement in semesters 1-4. (mainly about 1 month in summer). They are
typically criterion subjects.
· Placement in
semesters 5-9. (mainly 3-5 months at an enterprise). Normally some (small
number) of credits are associated (e.g. in alternative /"sandwich"/
training 5 credit points).
· Preparation of
diploma work at an enterprise (10th semester, 30 credit points).
In case of foreign
placements besides the participation of the host enterprises some financial
support is necessary because of the low salary level in Hungary. It is provided
by EU programs (e.g. Leonardo), by support of the host country, international
organizations (e.g. AUF).
Finally we analyze
shortly the attitude of the main partners in practical placements:
· Enterprises:
The Hungarian economy criticizes regularly the higher education that the
graduates do not have enough practice, knowledge in communication, management,
foreign languages. However while industrial firms are striving for experienced
young engineers they are not always willing to accept students for a practice.
There are positive exceptions (e.g. Dunaferr Danube Ironworks Co., one of the
largest Hungarian company. They took part - as a consortium member of Phare,
TEMPUS projects - in the creation of alternating education at BUTE, accepted
students and even facilitated the changes in the above mentioned law about the
professional education tax. For more information about this see home page: tutor.nok.bme.hu).
· University:
Budapest University of Technology and Economics is interested in the increase
of practical placements, it considers as a possibility to increase the
cooperation with enterprises. This interest is documented in the
"Strategic Plan 2000" (asked by the ministry related to the
integration process) as well. BUTE has created a special unit for managing this
tasks. A problem is that there is no direct financial support for this activity
at the university (the law allows only to cover the costs of enterprises). The
academic staff is overcharged (according to a country level statistics the
student - teacher ratio increased from 5:1 to 14:1 in the last decade).
Detailed information about BUTE: www.bme.hu .
· Students:
The students are interested in practical placements, especially abroad. BUTE
contacts its graduated students 1 year after graduation and asks them about
different aspects of their recent work and earlier studies, positive and
negative sides. In this surveys students regularly ask for more internships,
practical knowledge.
Future.
I asked about
governmental plans Dr. József Réffy, head of a department related
to higher education at the Hungarian Ministry of Education. He emphasized
interest in the development of practical placements, and the importance of its
evaluation as a part of the training.
As a summary of
previous parts it can be predicted the growth of internships in Hungary.