Short-cycle Higher education is based on secondary education and provides a short-term vocational-oriented training in higher education. Neither a significant programme offer nor a significant number of students characterizes this type of programme. Nearly 4% of HE students participate in these programmes, which do not give a HE qualification. This programme is typically at the level 5 of the HQF and EQF.
Branches of Study
It is still unclear whether the Hungarian short-cycle programmes may be defined as first-cycle programmes of the Bologna system. These are practice-oriented higher education vocational programmes (ISCED 5B) provided by higher education institutions or upper secondary schools in cooperation with a higher education institution. They do not result in a higher education (Bachelor or Master) degree but a higher education vocational qualification included in the National Qualification Register. (Level 5, which is compliant with level 5 of the European Qualifications Framework.). All programmes last for 4 terms (2 academic years) and the qualification obtained is recognised (30-90 ECTS) in a relevant Bachelor programme.
Qualifications are subject to the regulation of HE qualifications, and their standards are determined by the qualification and outcome reguirements.
The classification of higher education vocational training programmes are based on their field of studies. The effective Qualification Register includes the following 18 fields of training: Agriculture (4), IT (3), law (1), business (4), medical and health studies (1) arts (4) and engineering (1).
Now, significantly fewer institutions offer higher education vocational training.
Admission Requirements
The same rules are applicable to admission to short-cycle vocational programmes as to admission to Bachelor programmes. Passing the secondary school leaving examination is a precondition to admission. The higher education institution can make admission subject to rational health, professional and aptitude-related criteria which do not engender discrimination; passing health and aptitude tests or examinations during secondary school, as well as secondary school leaving examination results and vocational qualifications.
The proportion of new entrants to short-cycle programmes is proclaimed by the minister responsible for Higher Education annually. It is then broken down to institutions. The higher education institution makes its decision on admission to higher education vocational training on the grounds of the performance of applicants, based on the standard national ranking. Applicants are ranked by a central computerised algorithm.
The general rules of application are identical to the application rules of Bachelor Programmes. Also in this case, prerequisite is successful secondary school leaving examination, furthermore, provisions on obtaining extra scores and priority status requirements are also the same.
Curriculum
Launching a short-cycle vocational programme is conditional on several requirements. The accreditation process is launched based on the preliminary approval of the minister responsible for Higher Education. The following documents must be attached to the accreditation request: opinions of the professional organisations, employers and the sectoral minister on the expected labour market impact; the opinion of the Chambers (economic, national sectoral and professional), as well as the opinion of the Hungarian Higher Education Accreditation Committee and the Higher Education Planning Council. Based on the supporting opinions, the Educational Authority initiates the creation of the legal framework concerning the Qualification and outcome requirements of the programme and the admission of the programme to the National Qualifications Register. The programme accreditation process can only be launched after the admission to the National Qualifications Register.
The higher education institution makes a decision on the recognition of the credits obtained in a Bachelor Programme. However, the Act on Higher Education stipulates that at least 30 of the ECTS credits obtained during the higher education vocational training must be recognised in relevant Bachelor programmes.
A higher education institution can only launch a higher education vocational training programme, if it is registered by the Educational Authority linked with a Bachelor programme or an undivided Masters Programme, where prior learning can be recognised, in order to ensure further studies. The programmes are held in Hungarian, there are few subjects taught in a foreign language.
Teaching Methods
There are no central regulations or guidelines on teaching methods and learning environment – and they are often not regulated at institution level either. The content and examination requirements include provisions on the infrastructure and technology to be used (e.g. library, availability of computers etc.). It is traditions and established practices that teaching is most often based on. Evaluations of recent years focusing on the introduction of the multi-cycle education system have pointed out that more conscious and deeper changes are necessary in order to improve the quality of the first cycle programmes and to achieve the objectives of the education. New teaching and learning management methods as well as innovative technology are used at the initiation of individual teachers or teams of teachers, however, according to research studies, they seem to be fragmented and isolated even within an institution. It is part of the autonomy of teachers to choose the teaching methods and learning management methods as well as teaching aids, textbooks and reference books. In recent years, several ESF funded projects have been launched for developing teaching methods, teacher trainings and using cutting-edge (digital) content. The relevant legal framework sets out that during the higher education vocational training traineeship placement must be provided for the duration of at least one term (14 weeks of work).
Progression of Students
Students previously had great flexibility in accomplishing studies, which has been restricted by the new Higher Education Act introduced in 2011. The legislators introduced certain measures to ensure faster progression and to reduce dropout rates and overextended studies. Such measures include defining the length of studies for full or partial state scholarships and the expulsion of students who do not complete their studies within the prescribed time frame, in which case they are also obliged to repay the state scholarships received. The impact of these efforts are not yet measurable. Because of lack of interest, institutions only do what is required by the law to encourage students to make progress, and to support students with learning difficulties. However, there is an increasing number of bottom up initiatives focusing on this issue, for example the Hungarian Rectors’ Conference published some references in 2016, aiming at decreasing the number of drop-outs.
As regards to students’ rights and obligations, the act enables students to obtain the number of credits necessary for their degree in a shorter or longer time than the length of the programme they are enrolled in. Provisions concerning grants/scholarships for students do not have an adverse impact on students progressing slower than the average, but aim at reducing unjustified overextended studies. The state-financed period for obtaining a given degree may be extended by a maximum of 2 terms. The higher education institution may extend the state-financed period of students with disabilities by a maximum of 4 terms. Furthermore, the law stipulates that institutions ensure that students are granted the opportunity to enrol for optional course units up to five percent of the credits required for the award of the diploma, and are offered a range of credit-earning course-units to select from at least twenty percent in excess of the total number of credits required. Furthermore, students have the opportunity of taking 10% more credits than the total number of prescribed credits of their study regime without having to pay extra tuition fee, and of taking at least 10% of the required credits in a foreign language. After that, students can still continue their studies but at a fee-paying place.
The Act on Higher Education declares that a student’s study duration should not be infinitely long. The higher education institution shall terminate, by unilateral declaration, the student status of the student, who fails to fulfill his/her obligations to progress in studies as set in the study and examination rules and curriculum, fails to apply for the next semester 3 times in a row, or not continue his/her studies after an interruption, as long as the student has been notified in writing in advance to comply his/her obligations within the given deadline, and he/she is also informed about the consequences of the omission. The higher education institution shall also terminate, by unilateral declaration, the student status of a student whose total number of failing remedial and repetitive exams from the same unit is five. (If a student pursues muliply programmes at the same institution, the studies in which he/she has failed his/her obligations should be terminated.)
Underperforming students at state funded places are transferred to fee-paying places. In line with the Act on Higher Education, the student is reclassified to a fee-paying status, if he/she exceeded the number of terms financed by the state (that is defined as the officially determined programme period plus two terms), he/she has failed to obtain at least 18 credits in two subsequent terms, or he/she did not achieve the minimum level of performance (grade average) defined by the institution. Furthermore, if the students withdraws his/her statement that within twenty years after acquisition of the degree, to enter into and maintain employment or other work related status resulting in social insurance with an employer under Hungarian jurisdiction or undertake entrepreneurship under Hungarian jurisdiction (hereinafter: Hungarian employment) for a duration of the period during which he/she received (partial) state grant. The state funded status of underperforming students is filled by fee-paying students with good academic performance.
After accomplishing the first term, it is also possible to suspend one’s studies for a maximum of two terms at one go – and the maximum total length of suspension is regulated by the institutions. Consequently, the institution may give permission – in certain cases - to suspend studies for longer than two subsequent terms, or before performing the first term.
Employability
Since the aim of establishing short-cycle advanced vocational programmes was to meet the needs of employers, these programmes contain more practice or in-company placement than other higher education programmes. The relevant government degree stipulates that a continuous practice-oriented training element of 30 credits (one term) must be provided in every higher education vocational training programme. Furthermore, it is also possible in this type of programme to enrol in a dual training programme that is based on the joint engagement of institutions and the business sector.
Student Assessment
There is no policy on student assessment at either national or institutional level. Although some institutions have started developing such a policy, it is generally the competence of teachers, especially in smaller institutions. Institutions only regulate conditions related to degree thesis and final exam.
Traditionally, oral examinations are held at the end of the terms in the exam periods but where the number of students is high, written examinations and in-process evaluations are also common. In case of small-group classes (seminars, laboratory practice) there is usually continuous assessment of students.
According to the Act on Higher Education, at least one thirds of the credits required for the student to obtain their degree (diploma) must be obtained in their home institution, which gives more opportunities for the recognition of formal, non-formal and informal prior learning.
Research shows that institutions do not have policies for assessing and recognising prior learning; recognition and evaluation of credits is subject to informal negotiations between teachers and students. There is no definitive governmental support policy and no pressure from the students, which would enable a wider usage of recognition.
The 5-point scale (5 – excellent, 4 – good, 3 – satisfactory, 2 – pass, 1 – fail) is the most common. This scale system is not applied on a relative scale (ensuring that each year about the same proportion of students achieve each score). In fact, the requirements are nearly the same each year, therefore the evaluation is of absolute nature.
Certification
It is the state that defines and recognises degrees (including higher education vocational qualification) through the government and the Ministry responsible for higher education. The rules on awarding Qualification is identical with the rules applicable for other higher educational programmes. Degrees (and the diploma) can only be awarded by state recognised (accredited) higher education institutions. Higher education vocational programmes are defined by qualification and outcome requirements issued in a ministerial decree. After a successful vocational exam the higher education institution issues the qualification certificate. For the issuing, content and registration of certificates the rules in connection with higher education diplomas must be applied. A central database is maintained on the issued certificates.
Organisational variations
Higher education vocational training is offered on full-time, part-time (evening classes, distant learning forms and correspondence courses). However the evening class and distant learning forms are not very popular, only a few candidates applied and were admitted. In contradiction, the correspondence form have proven to be very popular, just over a third of all students at this level of education attend correspondence courses.
There are no specific rules in connection with the various forms of programme scheduling (full time, part time, etc.). They only serve the purpose of facilitating access to higher education by providing the option of working while studying. Also, there are no separate rules in connection with admission criteria, programme elements, and outcome standards. Pursuant to the regulations, in the case of part time or distant learning forms of programmes, the duration of the obligatory traineeship is 240 hours, whereby prior work experience can be recognised.