Tamás Kozma

Should We Become More International or More Regional? Aspects of Minority Higher Education in Europe

A form of internationalization of higher education that is very much worth pursuing is regionalization, because, frequently, in Europe the political borders of nation-states fail to coincide with ethno-linguistic realities. As border areas are frequently neglected by the political centres of various nation-states, the education of minority group peoples in such areas may also be neglected. Two solutions to the specific problems of higher education for ethno-linguistic minority group members are, on the one hand, multilingual universities and, on the other hand, regional co-operation in higher education in border areas.

THE EXPANSION OF EDUCATION IN EASTERN EUROPE: A REGIONAL VIEW

The higher education systems in the countries of eastern and central Europe are still in a period of stagnation. A period of rapid growth is expected, similar to that of the 1960s in the western part of Europe, to begin around the turn of the millenium. Because of the similarities of its middle classes, Subregion A (territories with traditional state education) might adopt a massification scenario even in the face of financial restrictions. The higher education of Subregion D (territories with non‐state education) might follow an elitist scenario in the course of higher education development according to which the autonomy of institutions and the privatization of systems would become major political issues.

The Bologna Process in Central and Eastern Europe: A Comparativ View

Der Bologna-Prozess ist der Versuch der Europaischen Union, einen einheitlichen Europaischen Hochschulraum zu schaffen. Fur die neuen EU-Lander bedeutet der Bologna-Prozess nicht nur eine Hochschulreform, sondern er ist auch Teil ihrer wirtschaftlichen und politischen Transformation. In der ersten Phase der Umsetzung bemuhten sich die neu gegrundeten Nationalstaaten der Region ihre eigene nationale Identitat zu schaffen. Die Bildung der nationalen Identitat einerseits und das Erreichen der europaischen Integration andererseits konnten nur durch starke nationale Regierungen erfullt werden. Nachdem diese sich gebildet haben, verlor die Zivilgesellschaft (besonders die nationalen Minderheiten) zunehmend ihren Einfluss, den sie nach der politischen Wende erworben hat. Die Minderheiten entwickelten ihre eigenen Institutionen und Systeme, und versuchten diese gegen den Bologna-Prozess zu verteidigen: Wenn diese in die nationalen Systeme integriert werden wurden, verloren sie ihre besonderen Eigenschaften, wenn sie ihre zivile Unabhangigkeit bewahren wurden, verloren sie ihre Akkreditierung. Gibt es einen dritten Weg zwischen diesen zwei Moglichkeiten? Der Verfasser meint, dass alternative Akkreditierung und Anerkennung den unabhangigen Institutionen helfen wurden, dieses Dilemma zu losen.

CHANGING POLICIES AND DILEMMAS IN HIGHER EDUCATION FINANCE: THE HUNGARIAN SITUATION AS COMPARED TO THAT OF OTHER EASTERN EUROPEAN COUNTRIES

Political change and declining economies have forced the higher education systems of the countries of east and central Europe to undergo restructuring, in particular to develop new financing mechanisms and to permit the emergence of private higher education. The Hungarian experience is described with reference to the situations in Poland and Czechoslovakia. Reference is made to the “base and addition” model of higher education finance as it evolved in eastern Europe beginning in the 1950s. This model went into crisis in the 1980s because it failed to encourage institutions to search for sources of funding other than government grants. In the post‐Communist situation, new types of funding mechanisms are being explored in the three countries. Czechoslovakia has so far made the fewest fundamental changes because of the relative strength of its economy. Poland has adopted a policy of professional co‐ordination for academic survival. Hungary is experimenting with professional and market co‐ordination.

Moral education in Hungary fifteen years after the transition

The Hungarian transition of 1989–1990 had economic, political and cultural dimensions. The cultural dimension may be defined as (a) a temporary loss of norms and controls, and (b) as an emphatic experience of the ‘kairos’. As an outcome of this unusual experience, new political forces stepped into the educational policy arena, and they established new institutions. The ‘new educational institutions’, like denominational schools, are explained. How do these institutions work after 15 years of the transition? Hungarian public schools are mostly ‘neutral’ as to moral questions. Instead of neutrality it is argued moral education needs manifest norms and values, even if they are values that confront or compete with each other. Such an environment challenges the students morally and helps them to develop their own value systems.

Reziliens közösségek – reziliens társadalom?

Absztrakt: Az un. komprehenziv (kozos) kozepiskolak Magyarorszagon a rendszervaltozas utan alakultak ki alulrol jovő kezdemenyezesre, es valtak kulonosen nepszerűekke a kisvarosokban. Egy 2015-os k...

A Comparative Study of the Institutional Basis of Higher Education Research in Hungary and the Czech Republic

Higher education institutions are developing as centres of research in Hungary and the Czech Republic. There is greater professionalism and conducting research as an independent professional activity has become accepted. Carrying out research for public purposes has gained greater significance. Team research has replaced individual research and a network of researchers has emerged. In becoming independent from other higher education activities, research has emerged as a distinct process that can be planned as a result-oriented activity. The need for learning and teaching research methods has also become accepted. A new structural framework for research and qualifications has been introduced in both countries. Research has become reflexive and related areas have begun to develop, e.g. the philosophy of science, sociology, economics, and research management and administration. We shall try to describe the similarities and difference in both countries.

THE STEERING OF HIGHER EDUCATION: A HUNGARIAN CASE STUDY

The steering of higher education in Hungary is symbolized by the House of Professors in Budapest, a building owned by the Hungarian Ministry of Education and Culture, which houses a number of international programmes of importance to Hungarian higher education as well as the Hungarian Rectors’ Conference. First the article presents an over view of present trends in steering and governing higher education in western Europe. Then it compares western European tendencies with those typical of eastern and central Europe. Finally, it identifies Hungarian higher education as an intermediary case situated between the extremes of western and eastern developments. The article concludes with an exposition of how Hungarian higher education will be steered by remote control mechanisms.