Aszinkronitás a magyar oktatási, kiemelten a szakképzési rendszer reformjában = Asynchronism in the reform of Hungarian education, especially in the reform of vocational training
Hungarian educational policy witnessed a significant change between 2010 and 2013. Laws were introduced in order to launch the reorganization of the management and financing of public education, vocational training, higher and adult education. In this way, the centralization and nationalization of e...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
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2016
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| Sorozat: | Taylor : gazdálkodás- és szervezéstudományi folyóirat
8 No. 3 |
| Kulcsszavak: | Oktatási reform - Magyarország, Oktatáspolitika - Magyarország - 21. sz., Szakképzés - Magyarország - 21. sz. |
| Online Access: | http://acta.bibl.u-szeged.hu/54989 |
| Tartalmi kivonat: | Hungarian educational policy witnessed a significant change between 2010 and 2013. Laws were introduced in order to launch the reorganization of the management and financing of public education, vocational training, higher and adult education. In this way, the centralization and nationalization of education was started. In order to take the laws into force they needed to be harmonized not only with the national legal system and practice but also with the validation of common European principles and means. The latter ones were undertaken by the government following Hungary's accession to the European Union and the signing of the Lisbon Treaty. They were also required by the economic co-operations and the local plants of international companies. Parallel to the formation of the new model of educational management, the Hungarian public administration system was also altered and so the interpretation and the practice of school maintenance, operation and professional systems required a complete reform. The reform of vocational training is of great importance because a high level of unemployment as well as a lack of manpower are both significant for the economy of Hungary. They have raised the demand for the improvement of the quality and the relevance of the training. The introduction of the new educational-training paradigm has been supported by several studies and European Union resources but its operation requires continuous correction. |
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| Terjedelem/Fizikai jellemzők: | 159-166 |
| ISSN: | 2064-4361 |