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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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Major developments in the use of the internet have enabled easy and widespread access to information and the ability to form virtual social networks. For parents of children with developmental disorders, who may at times feel isolated, having a forum to discuss their fears and concerns with other parents who are sharing similar experiences may provide a source of support and advice. Waiting lists for assessments, including for children with developmental co‐ordination disorder (DCD), remain in many areas; a professionally supported message centre could also add an additional level of service and empowerment for these parents. This could potentially reduce the need for unnecessary assessment in some cases and help to bridge the information gap between health and education. The Dyscovery Centre message board has been established for over four years and has seen increasing usage during that time. This paper aims to explore the range, frequency and types of concerns that parents of children with specific learning difficulties express when accessing the message board. The impact of this type of support is discussed. The paper then explores how this approach and other online strategies can effectively run alongside more traditional services in both health and education. 相似文献
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ABSTRACT This article uses autobiographical writing to explore the ways in which we have experienced, and tried to manage, our identities in the context of employment practices which are increasingly encouraging the use of 'flexible', contracted staff. In seeking to make transparent the identifications we have made with marginality and risk which have been embedded in our experience of 'flexible' careers, we have tried to develop an unconventional texture to this written account of a shared project of inquiry. 相似文献