european union – 2005

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The experience of a new country The experience of a new country with EU policies in the field of with EU policies in the field of Higher Education and Research: The Higher Education and Research: The Case of Hungary Case of Hungary Prof. György BAZSA President, Hungarian Higher Education and Research Council ESMU General Assembly 4 March, 2005.

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The experience of a new country with EU policies in the field of Higher Education and Research: The Case of Hungary Prof. György BAZSA President, Hungarian Higher Education and Research Council ES M U General Assembly 4 March, 2005. - PowerPoint PPT Presentation

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Page 1: European Union – 2005

The experience of a new country with EU The experience of a new country with EU policies in the field of Higher Education policies in the field of Higher Education

and Research: The Case of Hungaryand Research: The Case of Hungary

Prof. György BAZSAPresident, Hungarian Higher Education

and Research Council

ESMU General Assembly4 March, 2005.

Page 2: European Union – 2005

1. Mai 2004: Enlargement of the European Union 15 + 10 = 25 countries under the blue flag, under the umbrella of the new EU Constitution

Historical event

• for Europe: end of (in Jalta) divided Europe

• for the tens: political, organisational, cultural and economic (re)union with western civilization

• for the world: a stronger corner of the competi-tive triangle world (USA – far East – Europe).

Otherwise: continuing thousand years long coexistence and co-operation – in peace

Page 3: European Union – 2005

European Union – 2005

Page 4: European Union – 2005

European policies in Higher Education and and Research:

• European Higher Education AreaEuropean Higher Education Area

• European Research Area (incl. FPs)European Research Area (incl. FPs)

two pillars of the knowledge based society

EHEAEHEA: Bologna Declaration (1999) → Prag → Berlin → Bergen → 2010 (funded and managed mainly by member states)

ERAERA: Lisbon Declaration (2000) – Barcelona (3%) 2010 – „a most competitive Europe” (funded and managed mainly by the EU)

Page 5: European Union – 2005

Hungary – 10 millions, 9th in population of 25

Hungarian scientists in the 20th century

• Nobel-laureates: Bárány (med), Szent-Györgyi (Vitamin-C), Hevessy (chem), Wigner (phys), Gábor (laser), Oláh (chem), Harsányi (econ), Herschko (biochem)

• Neumann (comp), Teller, Szilárd (nucl. ph.)

• Eötvös (phys), Kármán (aviation), Kandó (techn.),

• (Bolyai), Fejér, Riesz, Polya (math)

Page 6: European Union – 2005

Hungarian Higher Education:

• based on 12 years obligatory public education • two tears, non-linear degree system + PhD• 18 state, 5 church, 2 private universities• 12 state, 23 church, 11 private colleges• ~ 200.000 state funded, ~ 200.000 fee paying

students (fee is politically mismatched)• European (mainly German) tradition (lot of pe-

regrinations), orientation and level (TEMPUS)

Legal framework: Law 1993 on Higher Education

Page 7: European Union – 2005

Hungarian research, development,innovation

Three tears:• higher education – [2/3] – Min. of Education• research institutes of the Hungarian Academy

of Sciences (HAS) and those of the State• applied research centres of the economy

(industry, multinational firms, etc.)

Legal framework:

• Law 1994 on HAS (autonomous public body)

• Law 2004 on Research, Development and Technological Innovation (National Office of Research and Development)

Page 8: European Union – 2005

Role of universities

Comission of European Communities Brussels, 05.02.2003 - COM(2003) 58 final

„The role of the universities in the Europe of knowledge”

European University AssociationGraz Declaration (July, 2003, EUA)

„Forward from Berlin: the Role of the Universities”

• consolidating research as an integral part of HE

Hungary: research is an integral part of universities. • less efforts of Rector’s Conference and Min. Ed.• strongly forced by the Hun. Accreditation Comm.

Page 9: European Union – 2005

Financing: ~1% of GDP

• unfortunately not increasing

• mainly state funded, less private funds

• grant systems exist (OTKA, MÜFA etc.)

• tendency of concentrated supports

• forcing and supporting academic + profes-sional co-operations (R+D+I)

Page 10: European Union – 2005

The 6th framework programme – 2002–2006

Aim: realising ERA

Proposal: February 2001

Hungary joints: October 2002

First applications: December 2002

17,5 billion € [= 3.9% of EU budget in 2001]

1 May, 2004: + 2,5 billion € for new members

Hungary:

• active, successful scientific participation,

• regular surplus against payments

Page 11: European Union – 2005

7th Frameworks Programme (2007-2013)

• Creating European centres of excellence through collaboration between laboratories

• Launching European technological initiatives • Stimulating the creativity of basic research

through competition between teams at European level

• Making Europe more attractive to the best researchers

• Developing research infrastructure of European interest

• Improving the coordination of national research programmes

• 2 new areas: space and security.

Page 12: European Union – 2005

7th Framework programme – full right Hungarian membership and participation

Vital role in raising the share of R+D in constrained Hungarian national budget.

The Hungarian scientific community is preparing itself for further successful participation.

(Hungarian) National Development Plan II: involves R+D developments and (co)sources

[Prof. Norbert KROÓ’s lecture at HAS today: Where to go European (Hungarian) Science?]

Page 13: European Union – 2005

European Higher Education Area

European common actions (Bologna → Prag → Berlin → Bergen) are well known. ???

Hungary’s participation:

• from the beginning active role (Hungary signed the Bologna Declaration)

• long domestic delay between 1999-2002 in the preparation and introduction

• 1992: new government – broader reform programme in the higher education

Page 14: European Union – 2005

Reform elements of the new HE law

a) frontal introduction of the new linear three-cycle system

b) changes of institutional management

c) changes in state functions

d) reforms in institutional budgetinge) recognition of degrees and study periods

f) introduction of diploma supplement

g) development quality assurance systems

h) promotion of mobility

i) promotion of the European dimension

j) life long learning

Page 15: European Union – 2005

a) frontal introduction of the new linear three-cycle system (B → M → PhD)

• firstly delayed, then too rapid preparation

• entire introduction (in 2005 or 2006)

• exceptions: medical and law programmes

• „more or less”: more renaming of old prog- rammes, less new concepts

• uniform B-programmes, without different orientations (cf. Berlin Communiqué)

• till today: nearly nothing about M-cycle

• PhD fits well in European practice

Page 16: European Union – 2005

6 semesters /180 creditsDoctor degree

PhD

U

nd

ivid

ed

st

ud

ies

4 semesters /120 creditsMaster degrees

6 semesters /180 (+30) creditsBachelor degrees

4 semesters / 120 credits„community colleges”

Planned structure of higher education

Page 17: European Union – 2005

b) changes of institutional managementSeparation of academic and management / financial

decisions: it is the „big deal”

• Board (of Governors): the executive governing body. 7 external members: 5 elected by the Se-nate, 2 by the minister [9/6/3]. No politicians!

• Rector: the chief executive officer. President of the Board. He has a general responsibility to the Board for the organisation, direction and mana-gement. Elected by the Board with 5+1 votes.

• Senate: draws its membership entirely from the staff and the students* (*1/4 – 1/3). Issues rela-ting to the teaching, research and personnel.

Page 18: European Union – 2005

c) changes in state functions

Minister of Education: • legal supervision of HEI-s

• distribution of state funded places

• legalisation of accreditation evaluations

• allocation of development funds based on HEI’s development plans

Board (some rights from the Minister): • all institutional strategic decisions (some

serious ones expected in the near future)

• integration, merge, closing of institutions

Page 19: European Union – 2005

d) reforms in institutional budget statusComponents of normative (formula) funding:

• number of student

• research performance

• maintenance costs

Special state-budget status: more flexible, less constrains

• separate bank account and free use of institutional income (besides treasury)

• activities mostly tax-free

• own property besides state property

Page 20: European Union – 2005

Further elements of the reform:

• recognition of degrees and study periods

• introduction of diploma supplement (new!)

• development of quality assurance systems (Hung. Accr. Comm. is a good bases)

• promotion of mobility

• promotion of the European dimension (new!)

• life long learning (a lot of second degrees)

• public–private partnership developments(dormitories, infrastructure)

• recruiting more fee paying foreign students

Page 21: European Union – 2005

Foreign students in Hungary: to be increased (Campus Hungary)

8 556 8 605

9 401

2 955 2 9633 295

0

1 000

2 000

3 000

4 000

5 000

6 000

7 000

8 000

9 000

10 000

2001/2002 2002/2003 2003/2004

Összes külföldi Ebből angol ill. német nyelven tanuló kölségtérítéses

blue: total; red: English and German programmes

Page 22: European Union – 2005

Foreign students in Hungary

6990

233 1831

32022

5

Európa Afrika Észak-Amerika Dél-Amerika Ázsia Óceánia

Page 23: European Union – 2005

Summary:

Hungary, like most of the new member states feels itself at home in the EU research and higher educational area.

There are many things to do both in Hungary and in the EU for the most competitive Europe and the knowledge based society.

Thank you for your kind attention!