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Hungary's higher education system is being transformed fundamentally for a second time after the regime change in 1989–90. The first Higher Education Act was passed in 1993. An entirely new law issued in December 2005 involved fundamental changes in the entire higher education system. The most sweeping change was the introduction of the two‐cycle programme structure which, with a few exceptions, began in September 2006. National qualification requirements were replaced by education and outcome requirements, focusing on set competences defined for each study programme. This article provides a background, with facts and figures, of the Hungarian higher education system and an overview of the process and problems encountered that led up to the implementation of the Bachelor/Master structure. The reception of the system, based on interviews with various actors affected by higher education, reveals mixed responses, with respondents stressing the opportunity and their hope for a fundamental reform. The article also elaborates the goals and consequences of the ‘Bologna structure’. The traditional binary institutional structure of colleges and universities remains in place, but with both permitted to launch Bachelor and Master programmes. How colleges will be able to compete with more theoretically oriented universities in preparing for Master studies and, vice versa, how universities will be able to offer education at the Bachelor level that will be competitive in the job market remain to be seen. The final sections of the article deal with other aspects of the Bologna Process, such as ECTS, and the Diploma Supplement. One of the main concerns is that the quality of higher education, which was perceived to be at a high level in Hungary, even in the 15 years since mass education overtook what was previously an elite sector, should not deteriorate. The reciprocal effects of the new degrees and the job market are challenges Hungarian higher education will face a few years down the road. 相似文献
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Professionalisation in General Adult Education in Germany — An Attempt to Cut a Path through a Jungle 总被引：1，自引：0，他引：1
The article summarizes the findings of a study on adult learning professions in Europe (ALPINE) commissioned by DG Education and Culture. It explores the current professional and social situation of staff in non-vocational adult education in Germany. It describes the structures and organisations of general adult education in Germany and investigates the types of staff in adult learning institutions, their tasks and qualifications as well as their employment situation. Moreover, it highlights the major challenges for professional development in the adult education sector in Germany. The article is based on the results of a literature and Internet research as well as interviews with representatives of adult learning institutions and other experts in adult education. 相似文献
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BETTINA GREIMEL-FUHRMANN ALOIS GEYER 《Assessment & Evaluation in Higher Education》2003,28(3):229-238
This paper explores the factors that determine the student evaluation of teachers. Unlike many previous studies, the effect of potential biases on global ratings is examined in the context of teaching behaviour (that should in fact--in contrast to the potential biases--have an influence on global ratings). Our research takes into account that biases like the students' interest in the subject or their liking for the teacher may be a result of good teaching behaviour and may not be considered a mere bias of student ratings. Furthermore, it also concentrates on the students' attitudes towards evaluating their teachers. The empirical results are based on qualitative interviews with 40 students at Austrian commercial colleges and on a quantitative survey of 2,121 students who were asked to evaluate their Accounting teachers. Structural equation models show that the students' global ratings of teachers mainly depend on their teaching behaviour. However, global ratings are also affected by the students' attitudes towards evaluating their teachers, as well as by the students' liking for their teacher and their interest in the subject of Accounting. 相似文献
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