Károly Belina: Dual Type Higher Education in Hungary - Model of Kecskemet
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Transcript of Károly Belina: Dual Type Higher Education in Hungary - Model of Kecskemet
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ELŐADÁS CÍME
Dual Type Higher Education in Hungary - Model of Kecskemet
Károly BelinaKecskemét College, Hungary
Faculty of Mechanical Engineering and Automation
Conference on University and Business Cooperation in Central Europe (CUBCCE)
Budapest, Hungary28-29 January, 2016
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Kecskemét College• Three faculties• More than 3200 students • 150 employees• Full-time, part-time learning courses • BSc courses, postgraduate training
Faculty of Mechanical Engineering and Automation2005: 3000 students
2015: 1935 students
INNOVATION and INDUSTRIAL COOPERATION
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Analysis of the situation• Shortage of well-qualified engineers• German education-reorganized– new type (dual) of education (DHBW)– to improve professional knowledge
• Goal– highly qualified academic staff, advanced
infrastructure, workshops high standard of technology.• Advantage– students acquire academic knowledge and related
practical training in real-world
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Practice quantity
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Expectations• INDUSTRIAL
– Short education (3-4 years)– Well-qualified, trained workforce COMPETITIVE– Acquiring soft skills ENGINEER– Strong attachment and commitment
• EDUCATIONAL– Harmonisation of academic and practical knowledge– No new accreditation– Fit to the present time frame– Interoperability between normal and dual type education
• SOCIAL– Flexible short-term training– Quality training– Meeting local needs– Reducing labor migration
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Professional education - German-based model at Kecskemét College
Professional education
Technical knowledgeUniversity/College: Theory
Industry: Practical knowledge
MethodologyUniversity: research,
calculationIndustry: project work
Social skillsCollege: presentation
technicsIndustry: negotiation
technics
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Dual system
Structure of the system Dual training
College13 weeks
Company8 weeks
College13 weeks
Company16 weeksS
Holiday
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Dual training in the light of dataStarted• 25 students at the Faculty of Vehicle Engineering • two companies 2013• two new courses, BSc in Mechanical Engineering and
Technical Management specializing in logistics At present • 125 students• 25 companies
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Learning results
Acquired credit in average Fulfiled credit in average0
20
40
60
80
100
120
140
160
180
154147
127
98Dual students
Non-dual students
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Weaknesses
Students• Not sufficiently developed
teaching materials• Coordination and
communication between the companies and the College
• Lack of cooperation• Problems in time schedule
Companies• Not sufficiently developed
teaching materials• engineers imperfect
knowledge of pedagogical skills
• students require much time besides daily work
• Not sufficient pre-knowledge
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Risks
Students• Focuses on one specialized
field• It is adapted to only one
company's needs• Overburdened (not well-
balanced curricula)• Lack of adapting new
system
Companies• Focuses on one specialized
field• It is adapted to only one
company's needs• The difficulties with the
students’ schedule • Economic risk if the student
will not take a job with the company after graduation
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Questiones to discuss
• Curricula– Academic– Company
• Cooperation– Time frame– Number of companies– Dual and non dual students
• Education– Teaching the teachers