károly belina: dual type higher education in hungary - model of kecskemet
TRANSCRIPT
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
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
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
Practice quantity
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
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
Dual system
Structure of the system Dual training
College13 weeks
Company8 weeks
College13 weeks
Company16 weeksS
Holiday
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
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
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
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
Questiones to discuss
• Curricula– Academic– Company
• Cooperation– Time frame– Number of companies– Dual and non dual students
• Education– Teaching the teachers
