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This paper reflects a fairly pessimistic view of Hungarian higher education (HE). The reason for this is not the quality of Hungarian HE or the prevailing processes in it, but the contrast between the present situation, achievements and trends, and the unique opportunities for development and the introduction of new paradigms offered by the restructuring of society, the prominent role of HE in the preparation of the integration processes as well as by outside assistance and international cooperation. Comparing the position of HE with other sectors of society or of the academic sphere (e.g. the research institutes of the Hungarian Academy of Sciences) HE can be seen to have a considerable comparative advantage: due to the relatively favourable government policy of the past years which has protected the sphere from devastating budget cuts, the universities and colleges are more or less intact and can operate without greater restrictions. Furthermore substantial developments have been carried out mainly on the basis of outside assistance and cooperation. The main problem lies in the fact that, unfortunately, these developments have not considerably altered the structure, the 'philosophy' of the system, the main frameworks, the activities at grassroots level and the way staff and students think. Comparing the main characteristics of Hungarian HE with those of Western European HE systems, a set of consistent differences can be listed. Consequently the restructuring of Hungarian HE would require a change of paradigms, i.e. introduction of a set of consistent and coherent measures, the transition from the present system of operation to another harmonising with the HE systems of Western European democracies. There seems to be no other possibility: experience of implementing excellent ideas has shown that changing only some parts of a consistent system is unsuccessful. This paper was prepared before the favourable changes at the Ministry of Education and Culture in the... [ABSTRACT FROM AUTHOR]

This article assesses the network development and promotion of the learning region model in HEIs in the framework of the European Higher Education Area (EHEA), focusing on quality, partnership and social equality in the Hungarian context. It argues that the learning city-region model can be used and put into practice in many different ways for a new learning climate to occur, as in the case of the Pécs Learning City-Region Forum. However, there are parallel ways to implement the model for HEIs. The first is a purely economically centred one for those HEIs that reflect a reformed social identity to serve mainly employability, economic productivity and innovation through education and research in post socialist countries. The second is more holistic, reflecting not only education and research, but also making use of innovation based on economic and social partnership and networking in local, regional, national and international contexts. The article elaborates on the opportunities for this model as one into which Hungarian HEIs may develop. [ABSTRACT FROM AUTHOR]

During the transition period in Hungary the role of the market has become more significant, and several market elements have appeared in education, as well. The growing social demand for schooling resulted in the huge expansion of secondary and higher education. Schools try to match the demand with the supply in a colourful variety of programmes. However, public education in Hungary struggles with very great problems of inequalities. [ABSTRACT FROM AUTHOR]

Focuses on quality assurances of higher education in Hungary, the Czech Republic and Poland before and after the Bologna Declaration which was signed in June 1999 by European ministers to strengthen the institutional autonomy in teaching and in the curriculum of higher education in Europe as of September 1, 2003. Objectives of the Bologna Declaration; History of higher education in Europe; Quality assurance methods followed in Central and Eastern European Countries.

Analyzes the condition of the higher educational system in Hungary. Problems of the Bekescsaba (Primary) Teacher Training College in Bekescsaba, Hungary; Institutional crisis in Hungary; Educational policy in Hungary; Composition of the post-16 educational system; Strategies for dealing with the institutional crisis; Introduction of economics.