Thursday, 11 December 2008
Budapest, December 11 (MTI) - Hungarian students have achieved outstanding results in an international assessment of the mathematics and science knowledge of fourth- and eighth-grade students around the world, a senior official of the education ministry said on Thursday.
The 2007 assessment by Trends in International Mathematics and Science Study (TIMSS) involving 425,000 students from 59 countries shows Hungarians in the top third, said Marta Csillag.
Eighth-grade students fared especially well, being in the top league of their group and fourth-grade students achieved good results in natural sciences, Csillag said.
TIMSS assessed the results of 5,221 fourth-grade students and 5,315 eighth-grade students from Hungary.
TIMSS was developed by the International Association for the Evaluation of Educational Achievement (IEA) to allow participating nations to compare students' educational achievement across borders.
Monday, July 27, 2009
Immigration office tightens condition of entry permits to non-EU students
Tuesday, 17 February 2009
Budapest, February 17 (MTI) - The National Immigration Office has tightened the issuing of entry and temporary residence permits to non-EU foreign students for Hungarian study programmes in several cities, a regional director of the office told a press conference in Pecs (S Hungary) on Tuesday.
Receiving permits has become especially difficult for students seeking to study in Pecs and Miskolc (NE Hungary), as non-EU students admitted to universities there disappeared several times in the past, said Tibor Dobra of the service's south-western branch office.
He said that last year 46 Chinese students received permits out of 146 who applied for a preparatory English course at the University of Pecs. Twenty-six of those admitted shortly after disappeared, he said.
Dobra said foreign students can enroll in most preparatory courses without having to pass an exam, therefore it is difficult to tell who will abuse the possibility to study in Hungary. In case the suspicion of any possible migration intent arises, Dobra added, they reject the application.
According to a recently adopted system, head of the national immigration office, Zsuzsanna Vegh said, the representatives of the universities involved meet applicants in their home countries to learn about their plans and their preparedness to enroll in a course.
She said the number of "run-away" students is gradually decreasing.
Budapest, February 17 (MTI) - The National Immigration Office has tightened the issuing of entry and temporary residence permits to non-EU foreign students for Hungarian study programmes in several cities, a regional director of the office told a press conference in Pecs (S Hungary) on Tuesday.
Receiving permits has become especially difficult for students seeking to study in Pecs and Miskolc (NE Hungary), as non-EU students admitted to universities there disappeared several times in the past, said Tibor Dobra of the service's south-western branch office.
He said that last year 46 Chinese students received permits out of 146 who applied for a preparatory English course at the University of Pecs. Twenty-six of those admitted shortly after disappeared, he said.
Dobra said foreign students can enroll in most preparatory courses without having to pass an exam, therefore it is difficult to tell who will abuse the possibility to study in Hungary. In case the suspicion of any possible migration intent arises, Dobra added, they reject the application.
According to a recently adopted system, head of the national immigration office, Zsuzsanna Vegh said, the representatives of the universities involved meet applicants in their home countries to learn about their plans and their preparedness to enroll in a course.
She said the number of "run-away" students is gradually decreasing.
Hungary PM to visit Moscow today
uesday, 10 March 2009
Budapest, March 10 (MTI) - Hungarian Prime Minister Ferenc Gyurcsany, accompanied by a 50-member delegation, will travel to Moscow on Tuesday, the government spokesperson's office said.
While there, Gyurcsany is scheduled to hold talks with his Russian counterpart Vladimir Putin with heads of the economy, health, culture and education ministries attending.
The Hungarian Development Bank is scheduled to sign a cooperation agreement with Gazprom on a feasibility study for the planned South Stream gas pipeline, spokesman David Daroczi said. A decision on its construction needs to be made in 24 months and if all goes according to plans, the pipeline may be completed by the end of 2015, he added.
Daroczi said the construction of the Nabucco pipeline remains a priority to Hungary but openness must be maintained to secure that gas arrives from several sources.
The inter-governmental consultation talks will cover issues related to energy policy, a strategy for transport cooperation, possibilities to expand commerce and trade under the conditions of the global economic crisis, and ways to use education and science in this process, he added.
The first and latest Russian-Hungarian intergovernmental consultations were held in Budapest in December 2007.
Budapest, March 10 (MTI) - Hungarian Prime Minister Ferenc Gyurcsany, accompanied by a 50-member delegation, will travel to Moscow on Tuesday, the government spokesperson's office said.
While there, Gyurcsany is scheduled to hold talks with his Russian counterpart Vladimir Putin with heads of the economy, health, culture and education ministries attending.
The Hungarian Development Bank is scheduled to sign a cooperation agreement with Gazprom on a feasibility study for the planned South Stream gas pipeline, spokesman David Daroczi said. A decision on its construction needs to be made in 24 months and if all goes according to plans, the pipeline may be completed by the end of 2015, he added.
Daroczi said the construction of the Nabucco pipeline remains a priority to Hungary but openness must be maintained to secure that gas arrives from several sources.
The inter-governmental consultation talks will cover issues related to energy policy, a strategy for transport cooperation, possibilities to expand commerce and trade under the conditions of the global economic crisis, and ways to use education and science in this process, he added.
The first and latest Russian-Hungarian intergovernmental consultations were held in Budapest in December 2007.
Foreign Ministry warns Hungarian job-seekers against Britain
hursday, 12 March 2009
Budapest, March 12 (MTI) - Hungary's Foreign Ministry has advised Hungarian job-seekers to duly reconsider accepting jobs in the United Kingdom, foreign affairs spokesman Lajos Szelestey said in an advisory sent to MTI on Thursday.
The ongoing economic crisis has hit Britain even harder than the other European Union member states. The number of jobs has declined "drastically", and the rate of unemployment there is twice as high as the European average. It happens that big companies lay off thousands of employees overnight, the spokesman said.
The chances of entering the British labour market "has fallen to zero". What is more, employers often refuse to pay the whole wage or violate labour contracts otherwise, Szelestey said.
The ministry issued the advisory after a growing number of Hungarians losing their job or failing to find one had sought assistance from the Hungarian diplomatic mission in Britain, the spokesman said.
Budapest, March 12 (MTI) - Hungary's Foreign Ministry has advised Hungarian job-seekers to duly reconsider accepting jobs in the United Kingdom, foreign affairs spokesman Lajos Szelestey said in an advisory sent to MTI on Thursday.
The ongoing economic crisis has hit Britain even harder than the other European Union member states. The number of jobs has declined "drastically", and the rate of unemployment there is twice as high as the European average. It happens that big companies lay off thousands of employees overnight, the spokesman said.
The chances of entering the British labour market "has fallen to zero". What is more, employers often refuse to pay the whole wage or violate labour contracts otherwise, Szelestey said.
The ministry issued the advisory after a growing number of Hungarians losing their job or failing to find one had sought assistance from the Hungarian diplomatic mission in Britain, the spokesman said.
Hungary marks Heroes' Day
Monday, 01 June 2009
Budapest, May 31 (MTI) - Hungary's Defence Minister Imre Szekeres marked Hungarian Heroes' Memorial Day on Sunday in a ceremony at Budapest's Heroes' Square.
Szekeres said that "the survival of Hungary and its people was not due to a miracle but to the deeds of hundreds of thousands of Hungarian heroes."
Szekeres, chief of staff Laszlo Tombol, Deputy House Speaker Laszlo Mandur and Minister for Local Governments Zoltan Varga, as well as representatives of parties and NGOs laid wreaths at the monument on the square
Budapest, May 31 (MTI) - Hungary's Defence Minister Imre Szekeres marked Hungarian Heroes' Memorial Day on Sunday in a ceremony at Budapest's Heroes' Square.
Szekeres said that "the survival of Hungary and its people was not due to a miracle but to the deeds of hundreds of thousands of Hungarian heroes."
Szekeres, chief of staff Laszlo Tombol, Deputy House Speaker Laszlo Mandur and Minister for Local Governments Zoltan Varga, as well as representatives of parties and NGOs laid wreaths at the monument on the square
Government would terminate Formula 1 Hungarian Grand Prix
Wednesday, 27 May 2009
Budapest, May 27 (MTI) - The Hungarian government would scrap the Formula 1 Hungarian Grand Prix from 2012, the business daily Vilaggazdasag said on Wednesday.
According to a working material the paper had accessed, the finance and the local governments ministries would not support the race between 2012-2016, due to a lack of central funds and increasing loyalties to be paid.
This year the race will cost the state 1.74bn forints (EUR 6m) more than the planned 3.14bn forints (EUR 10.9m), because of the weakening of the Hungarian currency.
However, the government will cover this cost at the expense of the central reserves, as loyalties would have to be paid in the next two years even if the races were not held, the paper wrote.
Budapest, May 27 (MTI) - The Hungarian government would scrap the Formula 1 Hungarian Grand Prix from 2012, the business daily Vilaggazdasag said on Wednesday.
According to a working material the paper had accessed, the finance and the local governments ministries would not support the race between 2012-2016, due to a lack of central funds and increasing loyalties to be paid.
This year the race will cost the state 1.74bn forints (EUR 6m) more than the planned 3.14bn forints (EUR 10.9m), because of the weakening of the Hungarian currency.
However, the government will cover this cost at the expense of the central reserves, as loyalties would have to be paid in the next two years even if the races were not held, the paper wrote.
Global Peace Index: Hungary among most peaceful countries
Tuesday, 02 June 2009
London, June 2 (MTI) - Hungary continues to be among the most peaceful countries in the world, though its position, like other eastern and western European countries, has deteriorated since last year, according to the Global Peace Index published by The Economist Intelligence Unit in London on Tuesday.
Hungary was put in the 27th place in the list of 144 countries, evaluated on basis of 23 indicators. Last year the country was number 18, but it is still in the "most peaceful" category, unlike Romania, Poland or Latvia.
The world as a whole has become less peaceful as a consequence of the global economic crisis, the report said, adding that violent acts were causing the world economy over 7,000 billion dollars of damage a year.
London, June 2 (MTI) - Hungary continues to be among the most peaceful countries in the world, though its position, like other eastern and western European countries, has deteriorated since last year, according to the Global Peace Index published by The Economist Intelligence Unit in London on Tuesday.
Hungary was put in the 27th place in the list of 144 countries, evaluated on basis of 23 indicators. Last year the country was number 18, but it is still in the "most peaceful" category, unlike Romania, Poland or Latvia.
The world as a whole has become less peaceful as a consequence of the global economic crisis, the report said, adding that violent acts were causing the world economy over 7,000 billion dollars of damage a year.
Iron Curtain '89 - Commemorations begin in Budapest
Thursday, 25 June 2009
Budapest, June 25 (MTI) - Hungary's opening up its borders in 1989 led to the fall of the Berlin Wall and to the re-unification of Germany and of Europe, German Ambassador to Hungary Dorothee Janetzke-Wenzel said in Budapest on Thursday.
The ambassador spoke at the opening ceremony of a series of commemorations organised by the foreign ministries of Germany, Hungary, Czech Republic, Slovakia and Poland.
As part of the programme, a photo exhibition opened in front of Budapest's City Hall, depicting major events of 1989: the Round Table of Poland, Hungary's opening its border with Austria, the Velvet Revolution in Czechoslovakia and the exodus of East Germans. The exhibition is accompanied by film-shows, round table discussions, concerts and theatrical performances.
Budapest, June 25 (MTI) - Hungary's opening up its borders in 1989 led to the fall of the Berlin Wall and to the re-unification of Germany and of Europe, German Ambassador to Hungary Dorothee Janetzke-Wenzel said in Budapest on Thursday.
The ambassador spoke at the opening ceremony of a series of commemorations organised by the foreign ministries of Germany, Hungary, Czech Republic, Slovakia and Poland.
As part of the programme, a photo exhibition opened in front of Budapest's City Hall, depicting major events of 1989: the Round Table of Poland, Hungary's opening its border with Austria, the Velvet Revolution in Czechoslovakia and the exodus of East Germans. The exhibition is accompanied by film-shows, round table discussions, concerts and theatrical performances.
Monday, July 20, 2009
Information Bulletin on the Recognition of Higher Education Degrees
I. What is recognition?
The Act C of 2001 on the recognition of foreign certificates and degrees regulates the recognition of degrees obtained at foreign higher education institutions.
On the basis of Section 3 of the Act, during the recognition process the authority declares the legal force of the foreign degree equivalent to the legal force of a degree obtainable in Hungary.
The recognition of the level of the qualification and the professional qualification testified by it belongs to the sphere of competence of the Hungarian Equivalence and Information Centre (HEIC) within the Educational Authority, while the nostrification of scientific degrees is done by the Hungarian higher education institutions. The only exception is the recognition of the foreign Candidate of Science and Doctor of Science degrees under international agreements. For further information see Point II. 6.
The resolution on the recognition of the level of qualification determines which Hungarian qualification is equivalent to the foreign degree, thus, whether the foreign degree is equivalent to a Hungarian university, or college degree, or to a degree obtainable at postgraduate training following a college or university degree.
The resolution on the recognition of professional qualification declares the professional qualification testified by the foreign degree identical to a professional qualification testified by a Hungarian university, or college degree, or to professional qualification obtainable at postgraduate training after a college or university degree (for example: lawyer, general practitioner, civil engineer, etc.).
From 1st January 2002 it is no longer possible to recognize a professional qualification obtained abroad through the nostrification process by a Hungarian higher education institution. If you need the Hungarian recognition of the professional qualification testified by your degree, you need to hand in your request to HEIC.
II. What documents do not fall within the authority of HEIC?
The following documents and procedures do not fall within the authority of HEIC:
II.1. If you only wish to use your foreign certificate or degree to certify language competency, according to Government decree No. 71/1998. (IV.8.) you do not need to have the qualification recognised.
II.2. If you obtained a certificate of primary education or secondary education, or a certificate testifying vocational qualification abroad, the recognition of these is described in another information bulletin.
II.3. If you followed partial studies abroad (you did not obtain any degree or certificate), you need to turn to the Hungarian higher education institution at which you wish to continue your studies in order to have the partial studies recognized.
II.3. If you want to use your foreign degree for continuing education in Hungary, the recognition procedure falls within the authority of the institution in which you wish to continue your studies. (This recognition is only valid for further studies, thus, it does not make the qualification recognised to pursue a profession, or in respect of other laws, e.g. the decree on the equivalency of language examinations, either.)
II.4. The recognition of religious professional qualifications testified by foreign degrees belongs to the authority of those Hungarian church higher education institutions that are entitled to award equivalent Hungarian degrees. The procedure is done in two stages: first, HEIC recognizes the level of the qualification, following which can one turn to the chosen institution.
II.5. The recognition of scientific degrees issued by a foreign higher education institution falls within the authority of those Hungarian universities which are entitled to provide PhD training and award scientific degrees in the field of study, or in its identifiable branch, testified by the foreign degree. During this process the university examines whether the degree issued abroad is equivalent to a PhD or DLA degree obtainable in Hungary. The nostrification takes place in one procedure at the university chosen by the applicant, it is not a prerequisite to have the level of the qualification recognised. (Nevertheless, it is possible to request the recognition of the level testified by the foreign scientific degree from HEIC. See Point V.2. about documents required for this.)
II.6. If an international agreement orders so, the Doctoral Committee of the Hungarian Academy of Sciences decides on the nostrification of scientific degrees. The degrees of "Candidate of Science" obtained abroad may be considered here.
II.7. The recognition of medical or pharmacist specialist degrees falls within the authority of the Office of Health Authorisation and Administrative Procedures. Its address: Egészségügyi Engedélyezési és Közigazgatási Hivatal,1051 Budapest, Zrínyi u. 3. Phone: (+36-1) 235-7922, (+36-1) 235-7927. Fax: (+36-1) 269-3794. Website: www.eekh.hu.
II.8. If you have a language examination certificate obtained abroad, its nostrification belongs to the sphere of competence of the Language Examination Accreditation Centre within the Educational Authority. Its address: Oktatási Hivatal Nyelvvizsgáztatási Akkreditációs Központ, 1054 Budapest, Báthory utca 10. Tel: (+36-1) 343-6284, 222-3487, fax: (+36-1) 343-6283. Website: www.nyak.hu.
III. Who may request the recognition of his/her degree?
The recognition of a degree can be requested by anyone who certifies his/her personal particulars and Hungarian residence when handing in the application. For lack of Hungarian residence the recognition procedure cannot be started.
In the case of Hungarian citizens and immigrants personal particulars may be certified by a Hungarian identification card, passport or driving licence, others can certify personal particulars with a residence or settlement permit.
Hungarian domicile must be proved with an official certificate testifying address.
In the case of recognition for continuing education or for the inclusion of partial studies which is in the competence of the educational institutions, the certification of Hungarian domicile is not required.
If as citizen of a European Union member state [1] or another state [2] that falls under the same jurisdiction as EU member states in respect of the mutual recognition of certificates and degrees (home country) you wish to have a degree recognised which falls under the jurisdiction of the Community law, you should consult our Information Bulletin Concerning the Recognition of Foreign Qualifications in Hungary in accordance with the Legislation of the European Community.
IV. Which procedure to chose?
In order to decide this, you ought to consider the purpose for which you need to have your degree recognised, namely, what you want to use the degree for after its recognition.
According to the experiences the following purposes are the most frequent for recognition:
1. For continuing studies (e.g.: to participate in PhD training)
2. To practice a profession in Hungary, but according to the Hungarian regulations the condition for doing so is to have the foreign degree recognised.
3. Other reasons.
1. Recognition for the purpose of continuing studies is the competence of the educational institution at which you wish to continue your studies. This form of recognition does not provide any other rights but the continuation of studies.
2. If you need recognition because you want to practice your profession, you must request the recognition of both the level of qualification and the professional qualification testified by your degree from HEIC. The recognition of the level of qualification is always the prerequisite for the recognition of professional qualification.
According to the Recognition Act the recognition of a degree does not exempt from the completion of further requirements prescribed by law for the practice of a certain profession. It only certifies that the applicant possesses the professional qualification specified in the resolution on recognition.
Accordingly, in the case of certain professions the fulfilment of additional condition(s) might be necessary in order to work, for example, the membership of a chamber or the completion of an examination. That is why we suggest that the applicant should inquire about the requirements for the practice of the given profession at the ministry or chamber supervising compliance with regulations of the profession.
3. If you need to have your degree recognized for other purposes, it is enough to request the recognition of the level of qualification from HEIC.
V. Recognition of the level of qualification
V.1. General information
The recognition of the level of qualification testifies that the foreign degree is equivalent to a qualification obtainable at Hungarian higher education (college or university degree, postgraduate degree based on college or university degree).
Two types of requests may be handed in to HEIC: either you determine which level Hungarian qualification you wish to have the level of your foreign degree made equivalent to, or you assign HEIC to determine the level of the foreign qualification.
In the first case, HEIC determines whether it is possible to recognize the degree as the level of qualification indicated in your request. If there are no legal obstacles, HEIC passes decision according to the request, in reverse case, HEIC turns down the request.
In the second case, HEIC passes decision by considering all qualification levels obtainable in Hungary.
When recognising, HEIC takes into account the legal status of the foreign higher education institution, the nature of the degree, the length of studies and the study requirements. It is prescribed by law that the foreign higher education institution issuing the degree is recognised (accredited), and the degree testifies a higher education degree under the law of the foreign state.
V.2. Required documents far the recognition of the level of qualification
For the recognition of degrees acquired in basic or postgraduate training the following documents should be attached to the request:
* The attested copy of the original degree.
* The attested copy of the original registration book (certificate on the length of studies and study requirements - regulation of studies and examinations - issued by the education institutions).
* The authentic translations of the above documents. Except of documents in English, Czech, French, German, Russian, Romanian and Slovak, in the case of which typed, not authentic translations are also accepted (e.g. done by the applicant).
* In the case of degrees acquired at postgraduate education, or a degree testifying the acquisition of a second-cycle qualification obtained in a multiple-cycle higher education system (e.g. a Master's degree), the copy of the basic degree and - if needed - its authentic translation.
* The copy of the money transfer postal order certifying the posting of the fee.
* If you send your request by mail, the copy of your personal particulars and of the official certificate testifying address.
* An authorization must be handed in if an authorized person represents the applicant. In this case the copy of the applicant's personal particulars and the official certificate testifying address must also be attached.
The Hungarian National Office for Translation and Attestation Co. Ltd. (OFFI) (Budapest, 5th district, Bajza u. 52., and its branch offices), the foreign representations of the Hungarian Republic or a Hungarian authorised public notary are entitled to make authentic translations.
Only translation made from the original degree is accepted!
A Hungarian public notary, the OFFI and the foreign representations of the Hungarian Republic are entitled to make attested copies.
If the request is received without the above mentioned attachments, and if they are not supplemented later either, the procedure must be terminated.
HEIC might request the applicant to hand in further documents (e.g. previously obtained degrees, secondary school leaving certificate, etc.), or might call upon the applicant to present the original documents the copies of which were handed in.
If you request the recognition of the level of qualification and the professional qualification testified by the degree in one procedure, further 5 copies of the degree, registration book, and in the case of a degree acquired at postgraduate education, the basic degree are needed to be attached.
VI. Recognition of the professional qualification
VI.1. General information
The recognition of professional qualification certifies that the holder of the degree possesses the qualification testified by the foreign degree and the basic knowledge necessary for acquiring similar professional qualification in Hungary. During this procedure the applicant's complete professional activity is evaluated.
The conditions for recognizing professional qualification are that HEIC recognizes the level of qualification and the holder of the degree fulfils possible supplementary condition/conditions (e.g. aptitude test, additional examinations, preparing diploma thesis). If HEIC's recognition is conditional, the resolution also contains recommendation on the fulfilment of conditions (place, means, deadline).
Similarly to the recognition of the level of qualification, two types of requests may be handed in to HEIC: you either specify which Hungarian professional qualification you want to have the professional qualification testified by your degree recognised as, or you assign HEIC to determine the professional qualification.
In the first case, HEIC determines whether it is possible to recognize the qualification as the professional qualification indicated in your request. If there are no legal obstacles, HEIC passes decision according to the request, in reverse case, HEIC turns down the request.
In the second case, HEIC passes decision by considering all professional qualifications obtainable in Hungary.
HEIC brings the resolution on the recognition of the professional qualification based on the opinion of an expert committee made up of acknowledged teachers and researchers, or in some cases, representatives of professional chambers, or an invited expert.
It is not possible to recognise the professional qualification if the given professional qualification cannot be obtained at Hungarian higher education, or if the system of the Hungarian and foreign training are so different that the recognition is not possible even by fulfilling complementary conditions. In this case, the applicant can request written information about the content of the degree from HEIC. This information has no legal effect, it does not make the degree recognized, but it might help those who possess a degree that is not obtainable in Hungary receive fair treatment in the labour market.
VI.2. Required documents for the recognition of professional qualification
Besides documents indicated in Point V.2., in order to assist the decision of the expert committee, the following documents are also required:
* 5 copies of the basic degree,
* 5 copies of the translation of the basic degree,
* attested copy and authentic translation of the detailed registration book (Iist of subjects, index, net of subjects, transcript) which contains in detail the subjects, the number of theoretical/practical courses, examination results. (In certain languages non-authentic translations are also accepted. See Point V.2.),
* 5 copies of the detailed registration book,
* 5 copies of the translation of the detailed registration book,
* 6 copies of the detailed professional curriculum vitae,
* 1 copy of the portfolio in the case of architects and artists,
* in the case of general practitioners, dentists, veterinarians and pharmacists, 1 attested copy and 1 authentic translation of the certificate on taking the state exams and on the defence of the diploma thesis, and 5 copies of these, or 1 original copy of the diploma thesis,
* 1 copy of the diploma thesis in the case of language teachers,
* a certificate from the Consulting Office of the Ministry of Education and Culture in the case of a state scholarship holders, if the degrees were issued before 1st May 1995, or the applicants started their studies before 1st May 1995 and finished them before 1st May 2000.
If the applicant does not hand in the documents mentioned above, for lack of information necessary for the procedure, HEIC terminates the case.
VII. How long does the procedure take?
HEIC passes decision within 60 days when recognising the level of qualification and within 90 days when recognising the professional qualification - if the applicant has provided all necessary documents and there is no need for additional documentation.
When calculating the deadline of the actual procedure the time period elapsing between the request for additional documents and the date when these are received does not count towards it.
The head of HEIC may extend the deadlines for the procedures once by 30 days.
During the procedure for the recognition of the professional qualification within the deadline of 90 days HEIC may pass the following decisions: 1. recognizes the professional qualification, 2. determines that the given professional qualification can be recognised but the completion of supplementary conditions is needed, 3. it rejects the application.
If HEIC prescribes the completion of supplementary conditions, it determines the deadline for their completion in its resolution. After handing in the certificate concerning the fulfilment of all requested requirements, HEIC shall pass decision and recognize the professional qualification within 30 days.
HEIC shall send the resolution by mail as a registered letter to the applicant or his/her authorized representative.
VIII. How much does the procedure cost?
The procedural fee and a possible additional fee constitute the expense of the recognition.
The fee for the recognition of the level of qualification is 16 375 HUF, the fee for the recognition of professional qualification is 49 125 HUF, while the fee for the joint procedure of recognising the level of qualification and the professional qualification is 65 500 HUF; which should be paid by money transfer postal order (yellow coloured). HEIC provides the postal order form to the applicants at the Consulting Office of the Ministry of Education and Culture.
The fee can also be paid by money transfer to account number: 10032000-00282637-00000000, also indicating the words `MEIK'.
If HEIC prescribes the fulfilment of supplementary conditions in order to recognize the professional qualification, the fees and the method of payment is determined by the higher education institution, in which the applicant can fulfil the supplementary conditions. The sum of these fees cannot exceed a maximum of 163 750 HUF.
The fee for issuing a written information about the content of a degree issued abroad is 16 375 HUF.
IX. Legal remedy
The applicant may file an appeal against the resolution on the recognition of the level of qualification and of professional qualification to HEIC free of charge within 15 days after delivery, but addressed to the Minister of Education and Culture.
There is no legal remedy against the resolution of the Minister of Education and Culture through public administration, but the re-examination of the resolution might be requested from the Court of Budapest within 30 days after publishing the resolution.
X. What are the office hours?
Information bulletins, request forms and postal order forms can be obtained from the Consulting Office of the Ministry of Education and Culture, and the request may also be personally handed in here. If the request is sent by mail, it should be addressed to HEIC and preferably sent as registered mail.
Office hours of the Consulting Office:
Mondays-Thursdays:
9 a.m. - 12 p.m.
1 p.m. - 4 p.m.
Fridays:
9 a.m. - 12 p.m.
Please note that in person consultation with the colleagues of HEIC is only possible on Wednesdays at the Consulting Office.
[1] Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxemburg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom
[2] Iceland, Liechtenstein, Norway, Switzerland
The Act C of 2001 on the recognition of foreign certificates and degrees regulates the recognition of degrees obtained at foreign higher education institutions.
On the basis of Section 3 of the Act, during the recognition process the authority declares the legal force of the foreign degree equivalent to the legal force of a degree obtainable in Hungary.
The recognition of the level of the qualification and the professional qualification testified by it belongs to the sphere of competence of the Hungarian Equivalence and Information Centre (HEIC) within the Educational Authority, while the nostrification of scientific degrees is done by the Hungarian higher education institutions. The only exception is the recognition of the foreign Candidate of Science and Doctor of Science degrees under international agreements. For further information see Point II. 6.
The resolution on the recognition of the level of qualification determines which Hungarian qualification is equivalent to the foreign degree, thus, whether the foreign degree is equivalent to a Hungarian university, or college degree, or to a degree obtainable at postgraduate training following a college or university degree.
The resolution on the recognition of professional qualification declares the professional qualification testified by the foreign degree identical to a professional qualification testified by a Hungarian university, or college degree, or to professional qualification obtainable at postgraduate training after a college or university degree (for example: lawyer, general practitioner, civil engineer, etc.).
From 1st January 2002 it is no longer possible to recognize a professional qualification obtained abroad through the nostrification process by a Hungarian higher education institution. If you need the Hungarian recognition of the professional qualification testified by your degree, you need to hand in your request to HEIC.
II. What documents do not fall within the authority of HEIC?
The following documents and procedures do not fall within the authority of HEIC:
II.1. If you only wish to use your foreign certificate or degree to certify language competency, according to Government decree No. 71/1998. (IV.8.) you do not need to have the qualification recognised.
II.2. If you obtained a certificate of primary education or secondary education, or a certificate testifying vocational qualification abroad, the recognition of these is described in another information bulletin.
II.3. If you followed partial studies abroad (you did not obtain any degree or certificate), you need to turn to the Hungarian higher education institution at which you wish to continue your studies in order to have the partial studies recognized.
II.3. If you want to use your foreign degree for continuing education in Hungary, the recognition procedure falls within the authority of the institution in which you wish to continue your studies. (This recognition is only valid for further studies, thus, it does not make the qualification recognised to pursue a profession, or in respect of other laws, e.g. the decree on the equivalency of language examinations, either.)
II.4. The recognition of religious professional qualifications testified by foreign degrees belongs to the authority of those Hungarian church higher education institutions that are entitled to award equivalent Hungarian degrees. The procedure is done in two stages: first, HEIC recognizes the level of the qualification, following which can one turn to the chosen institution.
II.5. The recognition of scientific degrees issued by a foreign higher education institution falls within the authority of those Hungarian universities which are entitled to provide PhD training and award scientific degrees in the field of study, or in its identifiable branch, testified by the foreign degree. During this process the university examines whether the degree issued abroad is equivalent to a PhD or DLA degree obtainable in Hungary. The nostrification takes place in one procedure at the university chosen by the applicant, it is not a prerequisite to have the level of the qualification recognised. (Nevertheless, it is possible to request the recognition of the level testified by the foreign scientific degree from HEIC. See Point V.2. about documents required for this.)
II.6. If an international agreement orders so, the Doctoral Committee of the Hungarian Academy of Sciences decides on the nostrification of scientific degrees. The degrees of "Candidate of Science" obtained abroad may be considered here.
II.7. The recognition of medical or pharmacist specialist degrees falls within the authority of the Office of Health Authorisation and Administrative Procedures. Its address: Egészségügyi Engedélyezési és Közigazgatási Hivatal,1051 Budapest, Zrínyi u. 3. Phone: (+36-1) 235-7922, (+36-1) 235-7927. Fax: (+36-1) 269-3794. Website: www.eekh.hu.
II.8. If you have a language examination certificate obtained abroad, its nostrification belongs to the sphere of competence of the Language Examination Accreditation Centre within the Educational Authority. Its address: Oktatási Hivatal Nyelvvizsgáztatási Akkreditációs Központ, 1054 Budapest, Báthory utca 10. Tel: (+36-1) 343-6284, 222-3487, fax: (+36-1) 343-6283. Website: www.nyak.hu.
III. Who may request the recognition of his/her degree?
The recognition of a degree can be requested by anyone who certifies his/her personal particulars and Hungarian residence when handing in the application. For lack of Hungarian residence the recognition procedure cannot be started.
In the case of Hungarian citizens and immigrants personal particulars may be certified by a Hungarian identification card, passport or driving licence, others can certify personal particulars with a residence or settlement permit.
Hungarian domicile must be proved with an official certificate testifying address.
In the case of recognition for continuing education or for the inclusion of partial studies which is in the competence of the educational institutions, the certification of Hungarian domicile is not required.
If as citizen of a European Union member state [1] or another state [2] that falls under the same jurisdiction as EU member states in respect of the mutual recognition of certificates and degrees (home country) you wish to have a degree recognised which falls under the jurisdiction of the Community law, you should consult our Information Bulletin Concerning the Recognition of Foreign Qualifications in Hungary in accordance with the Legislation of the European Community.
IV. Which procedure to chose?
In order to decide this, you ought to consider the purpose for which you need to have your degree recognised, namely, what you want to use the degree for after its recognition.
According to the experiences the following purposes are the most frequent for recognition:
1. For continuing studies (e.g.: to participate in PhD training)
2. To practice a profession in Hungary, but according to the Hungarian regulations the condition for doing so is to have the foreign degree recognised.
3. Other reasons.
1. Recognition for the purpose of continuing studies is the competence of the educational institution at which you wish to continue your studies. This form of recognition does not provide any other rights but the continuation of studies.
2. If you need recognition because you want to practice your profession, you must request the recognition of both the level of qualification and the professional qualification testified by your degree from HEIC. The recognition of the level of qualification is always the prerequisite for the recognition of professional qualification.
According to the Recognition Act the recognition of a degree does not exempt from the completion of further requirements prescribed by law for the practice of a certain profession. It only certifies that the applicant possesses the professional qualification specified in the resolution on recognition.
Accordingly, in the case of certain professions the fulfilment of additional condition(s) might be necessary in order to work, for example, the membership of a chamber or the completion of an examination. That is why we suggest that the applicant should inquire about the requirements for the practice of the given profession at the ministry or chamber supervising compliance with regulations of the profession.
3. If you need to have your degree recognized for other purposes, it is enough to request the recognition of the level of qualification from HEIC.
V. Recognition of the level of qualification
V.1. General information
The recognition of the level of qualification testifies that the foreign degree is equivalent to a qualification obtainable at Hungarian higher education (college or university degree, postgraduate degree based on college or university degree).
Two types of requests may be handed in to HEIC: either you determine which level Hungarian qualification you wish to have the level of your foreign degree made equivalent to, or you assign HEIC to determine the level of the foreign qualification.
In the first case, HEIC determines whether it is possible to recognize the degree as the level of qualification indicated in your request. If there are no legal obstacles, HEIC passes decision according to the request, in reverse case, HEIC turns down the request.
In the second case, HEIC passes decision by considering all qualification levels obtainable in Hungary.
When recognising, HEIC takes into account the legal status of the foreign higher education institution, the nature of the degree, the length of studies and the study requirements. It is prescribed by law that the foreign higher education institution issuing the degree is recognised (accredited), and the degree testifies a higher education degree under the law of the foreign state.
V.2. Required documents far the recognition of the level of qualification
For the recognition of degrees acquired in basic or postgraduate training the following documents should be attached to the request:
* The attested copy of the original degree.
* The attested copy of the original registration book (certificate on the length of studies and study requirements - regulation of studies and examinations - issued by the education institutions).
* The authentic translations of the above documents. Except of documents in English, Czech, French, German, Russian, Romanian and Slovak, in the case of which typed, not authentic translations are also accepted (e.g. done by the applicant).
* In the case of degrees acquired at postgraduate education, or a degree testifying the acquisition of a second-cycle qualification obtained in a multiple-cycle higher education system (e.g. a Master's degree), the copy of the basic degree and - if needed - its authentic translation.
* The copy of the money transfer postal order certifying the posting of the fee.
* If you send your request by mail, the copy of your personal particulars and of the official certificate testifying address.
* An authorization must be handed in if an authorized person represents the applicant. In this case the copy of the applicant's personal particulars and the official certificate testifying address must also be attached.
The Hungarian National Office for Translation and Attestation Co. Ltd. (OFFI) (Budapest, 5th district, Bajza u. 52., and its branch offices), the foreign representations of the Hungarian Republic or a Hungarian authorised public notary are entitled to make authentic translations.
Only translation made from the original degree is accepted!
A Hungarian public notary, the OFFI and the foreign representations of the Hungarian Republic are entitled to make attested copies.
If the request is received without the above mentioned attachments, and if they are not supplemented later either, the procedure must be terminated.
HEIC might request the applicant to hand in further documents (e.g. previously obtained degrees, secondary school leaving certificate, etc.), or might call upon the applicant to present the original documents the copies of which were handed in.
If you request the recognition of the level of qualification and the professional qualification testified by the degree in one procedure, further 5 copies of the degree, registration book, and in the case of a degree acquired at postgraduate education, the basic degree are needed to be attached.
VI. Recognition of the professional qualification
VI.1. General information
The recognition of professional qualification certifies that the holder of the degree possesses the qualification testified by the foreign degree and the basic knowledge necessary for acquiring similar professional qualification in Hungary. During this procedure the applicant's complete professional activity is evaluated.
The conditions for recognizing professional qualification are that HEIC recognizes the level of qualification and the holder of the degree fulfils possible supplementary condition/conditions (e.g. aptitude test, additional examinations, preparing diploma thesis). If HEIC's recognition is conditional, the resolution also contains recommendation on the fulfilment of conditions (place, means, deadline).
Similarly to the recognition of the level of qualification, two types of requests may be handed in to HEIC: you either specify which Hungarian professional qualification you want to have the professional qualification testified by your degree recognised as, or you assign HEIC to determine the professional qualification.
In the first case, HEIC determines whether it is possible to recognize the qualification as the professional qualification indicated in your request. If there are no legal obstacles, HEIC passes decision according to the request, in reverse case, HEIC turns down the request.
In the second case, HEIC passes decision by considering all professional qualifications obtainable in Hungary.
HEIC brings the resolution on the recognition of the professional qualification based on the opinion of an expert committee made up of acknowledged teachers and researchers, or in some cases, representatives of professional chambers, or an invited expert.
It is not possible to recognise the professional qualification if the given professional qualification cannot be obtained at Hungarian higher education, or if the system of the Hungarian and foreign training are so different that the recognition is not possible even by fulfilling complementary conditions. In this case, the applicant can request written information about the content of the degree from HEIC. This information has no legal effect, it does not make the degree recognized, but it might help those who possess a degree that is not obtainable in Hungary receive fair treatment in the labour market.
VI.2. Required documents for the recognition of professional qualification
Besides documents indicated in Point V.2., in order to assist the decision of the expert committee, the following documents are also required:
* 5 copies of the basic degree,
* 5 copies of the translation of the basic degree,
* attested copy and authentic translation of the detailed registration book (Iist of subjects, index, net of subjects, transcript) which contains in detail the subjects, the number of theoretical/practical courses, examination results. (In certain languages non-authentic translations are also accepted. See Point V.2.),
* 5 copies of the detailed registration book,
* 5 copies of the translation of the detailed registration book,
* 6 copies of the detailed professional curriculum vitae,
* 1 copy of the portfolio in the case of architects and artists,
* in the case of general practitioners, dentists, veterinarians and pharmacists, 1 attested copy and 1 authentic translation of the certificate on taking the state exams and on the defence of the diploma thesis, and 5 copies of these, or 1 original copy of the diploma thesis,
* 1 copy of the diploma thesis in the case of language teachers,
* a certificate from the Consulting Office of the Ministry of Education and Culture in the case of a state scholarship holders, if the degrees were issued before 1st May 1995, or the applicants started their studies before 1st May 1995 and finished them before 1st May 2000.
If the applicant does not hand in the documents mentioned above, for lack of information necessary for the procedure, HEIC terminates the case.
VII. How long does the procedure take?
HEIC passes decision within 60 days when recognising the level of qualification and within 90 days when recognising the professional qualification - if the applicant has provided all necessary documents and there is no need for additional documentation.
When calculating the deadline of the actual procedure the time period elapsing between the request for additional documents and the date when these are received does not count towards it.
The head of HEIC may extend the deadlines for the procedures once by 30 days.
During the procedure for the recognition of the professional qualification within the deadline of 90 days HEIC may pass the following decisions: 1. recognizes the professional qualification, 2. determines that the given professional qualification can be recognised but the completion of supplementary conditions is needed, 3. it rejects the application.
If HEIC prescribes the completion of supplementary conditions, it determines the deadline for their completion in its resolution. After handing in the certificate concerning the fulfilment of all requested requirements, HEIC shall pass decision and recognize the professional qualification within 30 days.
HEIC shall send the resolution by mail as a registered letter to the applicant or his/her authorized representative.
VIII. How much does the procedure cost?
The procedural fee and a possible additional fee constitute the expense of the recognition.
The fee for the recognition of the level of qualification is 16 375 HUF, the fee for the recognition of professional qualification is 49 125 HUF, while the fee for the joint procedure of recognising the level of qualification and the professional qualification is 65 500 HUF; which should be paid by money transfer postal order (yellow coloured). HEIC provides the postal order form to the applicants at the Consulting Office of the Ministry of Education and Culture.
The fee can also be paid by money transfer to account number: 10032000-00282637-00000000, also indicating the words `MEIK'.
If HEIC prescribes the fulfilment of supplementary conditions in order to recognize the professional qualification, the fees and the method of payment is determined by the higher education institution, in which the applicant can fulfil the supplementary conditions. The sum of these fees cannot exceed a maximum of 163 750 HUF.
The fee for issuing a written information about the content of a degree issued abroad is 16 375 HUF.
IX. Legal remedy
The applicant may file an appeal against the resolution on the recognition of the level of qualification and of professional qualification to HEIC free of charge within 15 days after delivery, but addressed to the Minister of Education and Culture.
There is no legal remedy against the resolution of the Minister of Education and Culture through public administration, but the re-examination of the resolution might be requested from the Court of Budapest within 30 days after publishing the resolution.
X. What are the office hours?
Information bulletins, request forms and postal order forms can be obtained from the Consulting Office of the Ministry of Education and Culture, and the request may also be personally handed in here. If the request is sent by mail, it should be addressed to HEIC and preferably sent as registered mail.
Office hours of the Consulting Office:
Mondays-Thursdays:
9 a.m. - 12 p.m.
1 p.m. - 4 p.m.
Fridays:
9 a.m. - 12 p.m.
Please note that in person consultation with the colleagues of HEIC is only possible on Wednesdays at the Consulting Office.
[1] Austria, Belgium, Bulgaria, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxemburg, Malta, Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom
[2] Iceland, Liechtenstein, Norway, Switzerland
Higher education programmes for Foreign Students in Hungary
Pursuing studies abroad is always a challenge and an adventure at the same time. It is an experience that may have a determining impact on a student’s professional life and career as well as in their friendships and in general, the human relations they develop and expand.
In today’s knowledge-based society there is a strong trend of students spending one or more semesters at a foreign university or college in order to improve their knowledge and to gain new experience and information.
Studying abroad presents multifarious challenges. Not only will you have to cope with the country’s bureaucracy but also you will have to accommodate new cultural traditions and phenomena. This is by no means an easy job, but of course it is also an excellent opportunity for students to prove their adaptability and resilience – to themselves and to others. In the global competition young people’s future prospects are enhanced by studying abroad as the working environment is becoming increasingly international and companies demand intercultural skills and competence.
This book is intended to arouse your interest in pursuing undergraduate or graduate (Bachelor’s and Master’s as well as PhD) studies in Hungary. Besides giving an overview of programmes information is provided about the Hungarian higher educational system, the degrees awarded, and of course, about Hungary in general.
We wish that you, reader and prospective foreign student in Hungary find in this book the information which is most important for you; that you gain useful professional experience and fond memories during your studies in Hungary; while enjoying the hospitality of our country, and making the most of the opportunities offered by its rich culture and natural heritage.
Higher Education in Hungary
The Hungarian higher education has a long history. The first Hungarian university was founded in Pécs in south Hungary over 600 years ago, in 1367. Hungarian higher education institutions are autonomous, state or non-state (private and religious) institutions recognised by the state. There are 71 higher education institutions in Hungary (18 state universities, 12 state colleges, 7 none state universities and 34 none state colleges).
The Hungarian higher education system
Hungary has been taking part in the Bologna Process since 1999, whose most important goal is the creation of the European Higher Education Area. With the effect of September 1, 2006 the new Bologna regime two-cycle degree system has been introduced. The first degree programmes (3 to 4 years) lead to Baccalaureus / Bachelor’s degrees, while second degree programmes (1 to 2 years) lead to Magister / Master’s degrees. Unified, undivided, long-term Master’s degree programmes (5 to 6 years) are offered in some fields of study, e.g. in human medicine, dentistry, pharmacy, veterinary medicine, architecture, law and in a few programmes of art education. All Bachelor’s and Master’s degrees grant access to the labour market. Based on a Magister / Master’s degree or its foreign equivalent, PhD or Doctor of Liberal Arts (DLA) degrees as third cycle degrees can be awarded after 3 years of study.
In addition to the degree programmes described above, higher education institutions offer non-degree programmes too, such as higher-level vocational trainings, postgraduate specialist training courses based on a first or second degree as well as summer universities and partial trainings in the framework of lifelong learning.
Higher education programmes may be offered in full-time training, part-time training or distance learning courses.
Admission requirements for higher education
According to the Higher Education Act, admission to Bachelor’s degree programmes and unified, undivided, long-term Master’s degree programmes is selective, with the Secondary School Leaving Certificate or its foreign equivalent as a prerequisite for admission with a few exceptions where practical examinations or aptitude tests are also required. The minimum requirement for admission to Master’s degree programmes is a Bachelor’s degree or its equivalent, to PhD and DLA doctoral programmes is a Master’s degree or its equivalent. Higher education institutions may link admission to Master’s and doctoral programmes to additional criteria.
Degrees and Qualifications
The programmes of study offered in foreign languages include medicine, pharmacy, dentistry, engineering, economics, natural sciences, humanities, art and music. One of the strengths of Hungarian higher education lies in its PhD programmes offered in an equally large variety of subjects. The PhD and DLA doctoral degrees granted by Hungarian institutions - just as the Hungarian Bachelor’s and Master’s degrees - can easily get recognised in Europe. The full range of Bachelor’s, Master’s and PhD /DLA degree programmes offered by Hungarian higher education institutions can be found in this publication.
Credit system
The obligatory use of the European Credit Transfer System (ECTS) compatible credit system was introduced in September 2003, but several higher education institutions have already been using it since the middle of the 1990's. One credit corresponds to 30 hours student workload.
Why Hungarian Higher Education?
Hungary has made a substantial contribution to the world’s intellectual heritage. Thirteen Nobel Prize laureates were born Hungarian including acclaimed litterateurs and scientists Philipp E. A. von Lenard, Robert Bárány, Richard A. Zsigmondy, Albert von Szent-Györgyi, George de Hevesy, Georg von Békésy, Eugene P. Wigner, Dennis Gabor, John C. Polanyi, George A. Olah, John C. Harsanyi, Imre Kertész. Other prominent scientists who contributed to the enrichment of human knowledge include Loránd Eötvös, Leó Szilárd, Tódor Kármán and Edward (Ede) Teller. In the world of music mention should be made of Ferenc Liszt, Béla Bartók and Zoltán Kodály. Hungary has served testimony of her high intellectual potential in every walk of life.
And last but not least, Hungarian diplomas have a high prestige throughout the world. The programmes are of high standard with tuition fees quite favourable in international comparison, and the costs of living are much lower than in other countries.
How to apply?
The homepages of institutions that offer programmes in foreign languages contain all the information you need about the conditions of application, together with the necessary application forms. You can choose the most appropriate form of study that suits your profile. You can find out about the conditions of entry into Hungary through the homepages of higher educational institutions or through the web site of the diplomatic missions of the Republic of Hungary (http://www.mfa.gov.hu).
Links of interest
For more information about Hungarian higher education please visit the following websites:
The Most Important Authorities
• Ministry of Education and Culture of the Republic of Hungary
• Educational Authority
• National Office for Research and Technology
Information for Foreign Students and Scholars
• National Higher Education Information Centre
• Researcher's Mobility Portal Hungary
• Study Transfer Programme
• A User's Guide to Hungary
Higher Education in Hungary
• Higher Education Institutions
• Hungarian Rectors' Conference
• Hungarian Scholarship Board
• Higher Education and Research Council
• Eurydice Report on the Education System in Hungary
National Student Organisations
• National Union of Students in Hungary
• Association of Hungarian PhD and DLA Students
Recognition of Qualifications
• Hungarian Equivalence and Information Centre
Credit System in Hungary
• Office of the National Credit Council
Accreditation and Quality Assurance
• Hungarian Accreditation Committee
National Contact Point for EU Programmes
• Tempus Public Foundation
Other research links
• Links to R&D Websites
• Hungarian Academy of Sciences
Other important links
• Balassi Bálint Institute
• Hungary on the web
• Hungarian Central Statistical Office
In today’s knowledge-based society there is a strong trend of students spending one or more semesters at a foreign university or college in order to improve their knowledge and to gain new experience and information.
Studying abroad presents multifarious challenges. Not only will you have to cope with the country’s bureaucracy but also you will have to accommodate new cultural traditions and phenomena. This is by no means an easy job, but of course it is also an excellent opportunity for students to prove their adaptability and resilience – to themselves and to others. In the global competition young people’s future prospects are enhanced by studying abroad as the working environment is becoming increasingly international and companies demand intercultural skills and competence.
This book is intended to arouse your interest in pursuing undergraduate or graduate (Bachelor’s and Master’s as well as PhD) studies in Hungary. Besides giving an overview of programmes information is provided about the Hungarian higher educational system, the degrees awarded, and of course, about Hungary in general.
We wish that you, reader and prospective foreign student in Hungary find in this book the information which is most important for you; that you gain useful professional experience and fond memories during your studies in Hungary; while enjoying the hospitality of our country, and making the most of the opportunities offered by its rich culture and natural heritage.
Higher Education in Hungary
The Hungarian higher education has a long history. The first Hungarian university was founded in Pécs in south Hungary over 600 years ago, in 1367. Hungarian higher education institutions are autonomous, state or non-state (private and religious) institutions recognised by the state. There are 71 higher education institutions in Hungary (18 state universities, 12 state colleges, 7 none state universities and 34 none state colleges).
The Hungarian higher education system
Hungary has been taking part in the Bologna Process since 1999, whose most important goal is the creation of the European Higher Education Area. With the effect of September 1, 2006 the new Bologna regime two-cycle degree system has been introduced. The first degree programmes (3 to 4 years) lead to Baccalaureus / Bachelor’s degrees, while second degree programmes (1 to 2 years) lead to Magister / Master’s degrees. Unified, undivided, long-term Master’s degree programmes (5 to 6 years) are offered in some fields of study, e.g. in human medicine, dentistry, pharmacy, veterinary medicine, architecture, law and in a few programmes of art education. All Bachelor’s and Master’s degrees grant access to the labour market. Based on a Magister / Master’s degree or its foreign equivalent, PhD or Doctor of Liberal Arts (DLA) degrees as third cycle degrees can be awarded after 3 years of study.
In addition to the degree programmes described above, higher education institutions offer non-degree programmes too, such as higher-level vocational trainings, postgraduate specialist training courses based on a first or second degree as well as summer universities and partial trainings in the framework of lifelong learning.
Higher education programmes may be offered in full-time training, part-time training or distance learning courses.
Admission requirements for higher education
According to the Higher Education Act, admission to Bachelor’s degree programmes and unified, undivided, long-term Master’s degree programmes is selective, with the Secondary School Leaving Certificate or its foreign equivalent as a prerequisite for admission with a few exceptions where practical examinations or aptitude tests are also required. The minimum requirement for admission to Master’s degree programmes is a Bachelor’s degree or its equivalent, to PhD and DLA doctoral programmes is a Master’s degree or its equivalent. Higher education institutions may link admission to Master’s and doctoral programmes to additional criteria.
Degrees and Qualifications
The programmes of study offered in foreign languages include medicine, pharmacy, dentistry, engineering, economics, natural sciences, humanities, art and music. One of the strengths of Hungarian higher education lies in its PhD programmes offered in an equally large variety of subjects. The PhD and DLA doctoral degrees granted by Hungarian institutions - just as the Hungarian Bachelor’s and Master’s degrees - can easily get recognised in Europe. The full range of Bachelor’s, Master’s and PhD /DLA degree programmes offered by Hungarian higher education institutions can be found in this publication.
Credit system
The obligatory use of the European Credit Transfer System (ECTS) compatible credit system was introduced in September 2003, but several higher education institutions have already been using it since the middle of the 1990's. One credit corresponds to 30 hours student workload.
Why Hungarian Higher Education?
Hungary has made a substantial contribution to the world’s intellectual heritage. Thirteen Nobel Prize laureates were born Hungarian including acclaimed litterateurs and scientists Philipp E. A. von Lenard, Robert Bárány, Richard A. Zsigmondy, Albert von Szent-Györgyi, George de Hevesy, Georg von Békésy, Eugene P. Wigner, Dennis Gabor, John C. Polanyi, George A. Olah, John C. Harsanyi, Imre Kertész. Other prominent scientists who contributed to the enrichment of human knowledge include Loránd Eötvös, Leó Szilárd, Tódor Kármán and Edward (Ede) Teller. In the world of music mention should be made of Ferenc Liszt, Béla Bartók and Zoltán Kodály. Hungary has served testimony of her high intellectual potential in every walk of life.
And last but not least, Hungarian diplomas have a high prestige throughout the world. The programmes are of high standard with tuition fees quite favourable in international comparison, and the costs of living are much lower than in other countries.
How to apply?
The homepages of institutions that offer programmes in foreign languages contain all the information you need about the conditions of application, together with the necessary application forms. You can choose the most appropriate form of study that suits your profile. You can find out about the conditions of entry into Hungary through the homepages of higher educational institutions or through the web site of the diplomatic missions of the Republic of Hungary (http://www.mfa.gov.hu).
Links of interest
For more information about Hungarian higher education please visit the following websites:
The Most Important Authorities
• Ministry of Education and Culture of the Republic of Hungary
• Educational Authority
• National Office for Research and Technology
Information for Foreign Students and Scholars
• National Higher Education Information Centre
• Researcher's Mobility Portal Hungary
• Study Transfer Programme
• A User's Guide to Hungary
Higher Education in Hungary
• Higher Education Institutions
• Hungarian Rectors' Conference
• Hungarian Scholarship Board
• Higher Education and Research Council
• Eurydice Report on the Education System in Hungary
National Student Organisations
• National Union of Students in Hungary
• Association of Hungarian PhD and DLA Students
Recognition of Qualifications
• Hungarian Equivalence and Information Centre
Credit System in Hungary
• Office of the National Credit Council
Accreditation and Quality Assurance
• Hungarian Accreditation Committee
National Contact Point for EU Programmes
• Tempus Public Foundation
Other research links
• Links to R&D Websites
• Hungarian Academy of Sciences
Other important links
• Balassi Bálint Institute
• Hungary on the web
• Hungarian Central Statistical Office
Education in Hungary
2007. február 13.
Education in Hungary dates back many centuries. Since its beginnings in the early Middle Ages, nourished by European culture, it has developed and its accomplishments have added new colours to universal erudition and knowledge. In the 20th century Hungarian education has produced such eminent figures as the Nobel Prize-winner Albert Szent-Györgyi, who discovered vitamin C, and János Neumann, the father of the modern computer and computer science.
After ten years of associate membership, the Republic of Hungary became a full member of the European Union in 2004. Following accession to the European Union, Hungarian education is directly involved in the process of creating a Single European Educational Area, which aims to fully implement the democratic principles and practices commonly adopted by European nations. Hungary takes an active part in forming the common European education policy within the renewed Lisbon strategy. Tasks regarding the education and schooling of migrant pupils constitute an organic part of the objectives and instruments of this policy.
Over the last decade, in accordance with Community principles and regulations a series of measures have been taken by the authorities responsible for the management of Hungarian education to guarantee to migrant children of school age full access to and participation in public education on equal footing with their Hungarian counterparts. Beyond guaranteeing equal conditions on a legal basis, in order to promote harmonious social and cultural integration of nearly 20,000 pupils of foreign nationality in the academic year 2004/05 the minister of education issued a pedagogical programme for the intercultural education of migrant children. Those schools which organise the education of their non-Hungarian speaking pupils based on this pedagogical programme may claim additional support. Furthermore, the 1st National Development Plan (2004-2006) of Hungary supported the development and introduction of pedagogical and methodological tools for teaching Hungarian as a foreign language.
Since 2003 a multilingual home page with many useful facts and much information for pupils and parents of foreign nationality has been accessible on the Ministry of Education's Internet portal. This provides particulars of the Hungarian educational system, the regulations on the admission and studies of migrant children of school age, as well as brief information on civil organisations providing professional assistance with the integration and education of primarily refugees, especially refugee children of school age.
I sincerely hope that your stay in Hungary will be pleasant, that every pupil from abroad wishing to join the Hungarian school system will perform to the best of their ability and that the information on the Ministry of Education and Culture's home page will help you find out about our educational system.
Budapest, December 2006
Dr János Szüdi
State Secretary for Public Education
Education in Hungary dates back many centuries. Since its beginnings in the early Middle Ages, nourished by European culture, it has developed and its accomplishments have added new colours to universal erudition and knowledge. In the 20th century Hungarian education has produced such eminent figures as the Nobel Prize-winner Albert Szent-Györgyi, who discovered vitamin C, and János Neumann, the father of the modern computer and computer science.
After ten years of associate membership, the Republic of Hungary became a full member of the European Union in 2004. Following accession to the European Union, Hungarian education is directly involved in the process of creating a Single European Educational Area, which aims to fully implement the democratic principles and practices commonly adopted by European nations. Hungary takes an active part in forming the common European education policy within the renewed Lisbon strategy. Tasks regarding the education and schooling of migrant pupils constitute an organic part of the objectives and instruments of this policy.
Over the last decade, in accordance with Community principles and regulations a series of measures have been taken by the authorities responsible for the management of Hungarian education to guarantee to migrant children of school age full access to and participation in public education on equal footing with their Hungarian counterparts. Beyond guaranteeing equal conditions on a legal basis, in order to promote harmonious social and cultural integration of nearly 20,000 pupils of foreign nationality in the academic year 2004/05 the minister of education issued a pedagogical programme for the intercultural education of migrant children. Those schools which organise the education of their non-Hungarian speaking pupils based on this pedagogical programme may claim additional support. Furthermore, the 1st National Development Plan (2004-2006) of Hungary supported the development and introduction of pedagogical and methodological tools for teaching Hungarian as a foreign language.
Since 2003 a multilingual home page with many useful facts and much information for pupils and parents of foreign nationality has been accessible on the Ministry of Education's Internet portal. This provides particulars of the Hungarian educational system, the regulations on the admission and studies of migrant children of school age, as well as brief information on civil organisations providing professional assistance with the integration and education of primarily refugees, especially refugee children of school age.
I sincerely hope that your stay in Hungary will be pleasant, that every pupil from abroad wishing to join the Hungarian school system will perform to the best of their ability and that the information on the Ministry of Education and Culture's home page will help you find out about our educational system.
Budapest, December 2006
Dr János Szüdi
State Secretary for Public Education
Sunday, July 12, 2009
Quality, Accountability and Autonomy
Quality emerged slowly as an important factor for the success of the Bologna process and received only cursory mention in the original Bologna Declaration. However, as ministers met every two years to take stock of progress and define mid-term objectives (Prague in 2001, Berlin in 2003 and Bergen in 2005), the issue of quality kept growing in importance, until it rose to the fore of the ministerial agenda. The Berlin Communiqué marked a major turning point by stating that “consistent with the principle of institutional autonomy, the primary responsibility for quality assurance in higher education lies with each institution itself”.
Quality assurance in European higher education comprises three levels:
1. Institutional level: Enhancing quality
EUA has taken the lead in developing the capacity of higher education institutions to create internal quality processes through the Institutional Evaluation Programme and various projects such as Quality Culture and Creativity in Higher Education. In 2006, EUA published Guidelines for Quality Enhancement in European Joint Master Programmes, the result of the European Masters New Evaluation Methodology project (EMNEM).
EUA is currently coordinating a project called Quality Assurance for the Higher Education Change Agenda (QAHECA), which offers HEIs and agencies the opportunity for active involvement in developing collectively and testing institutional quality mechanisms for teaching and learning. QAHECA seeks to devise a methodology which is geared towards enhancement and will strengthen creativity and innovation in higher education.
2. National level: Enhancing external accountability procedures
Many countries that have signed the Bologna Declaration have at least one quality assurance or accreditation agency. Forty-two of these agencies, as well as EUA, are members of the European Association for Quality Assurance (ENQA).
3. European level: Promoting the development of a European dimension for quality assurance
Since September 2001, EUA has been meeting regularly with ENQA, ESIB and EURASHE (E4 Group) to discuss how to develop a European dimension for quality assurance. This partnership resulted in the European Standards and Guidelines for Quality Assurance (ESG) which were adopted by the European Ministers for Education in Bergen in 2005.
At EUA’s initiative, the E4 has organised an annual European Quality Assurance Forum since 2006. The QA Forum gathers together QA agencies and higher education institutions at European level in order to bring forward a European QA agenda based on a broad understanding of what constitutes best QA practices in the context of European higher education trends. Following the success of the QAF in 2006 and 2007, the third QA Forum was organised in 2008 in Budapest. The fourth QA Forum will be held on 19-21 November 2009 at the Copenhagen Business School. The call for paper is now open: the deadline for submitting proposals or papers or workshops is 20 August 2009. EUA is also currently looking for member institutions willing to host the fifth Forum, which will take place in November 2010, and would like to encourage institutions to submit a declaration of interest.
EUA is one of the founding members, along with other E4 Group members, of the European Quality Assurance Register for Higher Education (EQAR). EQAR publishes and manages a register of quality assurance agencies that substantially comply with the European Standards and Guidelines for Quality Assurance (ESG) to provide the public with clear and reliable information on quality assurance agencies operating in Europe. In February 2006 European Parliament and Council adopted a Recommendation (2006/143/EC) which includes the recommendation to Member States that higher education institutions can turn to any agency listed in the European Register, provided it is allowed by their governmental authorities.
International level
Alongside its involvement in European policy development, EUA is also active internationally to ensure the visibility of European higher education on the world stage. Through its membership in INQAAHE, the CHEA International Commission, the UNESCO Global Forum and lending its QA expertise to such multinational organisations as OECD, EUA strives to shape the international QA discussions as well.
Quality assurance in European higher education comprises three levels:
1. Institutional level: Enhancing quality
EUA has taken the lead in developing the capacity of higher education institutions to create internal quality processes through the Institutional Evaluation Programme and various projects such as Quality Culture and Creativity in Higher Education. In 2006, EUA published Guidelines for Quality Enhancement in European Joint Master Programmes, the result of the European Masters New Evaluation Methodology project (EMNEM).
EUA is currently coordinating a project called Quality Assurance for the Higher Education Change Agenda (QAHECA), which offers HEIs and agencies the opportunity for active involvement in developing collectively and testing institutional quality mechanisms for teaching and learning. QAHECA seeks to devise a methodology which is geared towards enhancement and will strengthen creativity and innovation in higher education.
2. National level: Enhancing external accountability procedures
Many countries that have signed the Bologna Declaration have at least one quality assurance or accreditation agency. Forty-two of these agencies, as well as EUA, are members of the European Association for Quality Assurance (ENQA).
3. European level: Promoting the development of a European dimension for quality assurance
Since September 2001, EUA has been meeting regularly with ENQA, ESIB and EURASHE (E4 Group) to discuss how to develop a European dimension for quality assurance. This partnership resulted in the European Standards and Guidelines for Quality Assurance (ESG) which were adopted by the European Ministers for Education in Bergen in 2005.
At EUA’s initiative, the E4 has organised an annual European Quality Assurance Forum since 2006. The QA Forum gathers together QA agencies and higher education institutions at European level in order to bring forward a European QA agenda based on a broad understanding of what constitutes best QA practices in the context of European higher education trends. Following the success of the QAF in 2006 and 2007, the third QA Forum was organised in 2008 in Budapest. The fourth QA Forum will be held on 19-21 November 2009 at the Copenhagen Business School. The call for paper is now open: the deadline for submitting proposals or papers or workshops is 20 August 2009. EUA is also currently looking for member institutions willing to host the fifth Forum, which will take place in November 2010, and would like to encourage institutions to submit a declaration of interest.
EUA is one of the founding members, along with other E4 Group members, of the European Quality Assurance Register for Higher Education (EQAR). EQAR publishes and manages a register of quality assurance agencies that substantially comply with the European Standards and Guidelines for Quality Assurance (ESG) to provide the public with clear and reliable information on quality assurance agencies operating in Europe. In February 2006 European Parliament and Council adopted a Recommendation (2006/143/EC) which includes the recommendation to Member States that higher education institutions can turn to any agency listed in the European Register, provided it is allowed by their governmental authorities.
International level
Alongside its involvement in European policy development, EUA is also active internationally to ensure the visibility of European higher education on the world stage. Through its membership in INQAAHE, the CHEA International Commission, the UNESCO Global Forum and lending its QA expertise to such multinational organisations as OECD, EUA strives to shape the international QA discussions as well.
European Credit Transfer System (ECTS)
Over the last decade, the European Credit Transfer System (ECTS) has been successfully introduced through the European Commission's Socrates ERASMUS programme. Initially designed as a tool to facilitate European student mobility, ECTS has until recently been used primarily as a credit transfer system, with its impact limited to a relatively small number of mobile students.
However, as higher education systems and degree structures across Europe have begun to converge through the implementation of the Bologna Process, the role and importance of ECTS has been transformed. No longer a tool to simply facilitate mobility, ECTS has become a generalised credit system for the emerging European Higher Education Area. ECTS is now being used for accumulation purposes without any alterations or adaptations to the basic elements of the system.
The main policy challenge for institutions is to consolidate ECTS as a means to restructure and develop curricula with the aim of creating flexible student-centered learning paths. The challenge and main role for EUA is to help our members achieve this objective in a coherent and consistent manner.
However, as higher education systems and degree structures across Europe have begun to converge through the implementation of the Bologna Process, the role and importance of ECTS has been transformed. No longer a tool to simply facilitate mobility, ECTS has become a generalised credit system for the emerging European Higher Education Area. ECTS is now being used for accumulation purposes without any alterations or adaptations to the basic elements of the system.
The main policy challenge for institutions is to consolidate ECTS as a means to restructure and develop curricula with the aim of creating flexible student-centered learning paths. The challenge and main role for EUA is to help our members achieve this objective in a coherent and consistent manner.
Tuesday, July 7, 2009
UK: Two centuries of honours degrees to disappear
Britain’s 200-year-old system of awarding honours degrees as firsts, upper and lower seconds, and thirds will be superseded by a ‘Higher Education Achievement Report’, or Hear, by 2011.
Recommendations in a report by a group of vice-chancellors, led by Professor Bob Burgess of Leicester University, call for the honours degree classification system to be replaced by a new method of recording students’ achievements.Burgess said the report, Beyond the honours degree classification, presents a strong case for change. “The UK honours degree is a robust and highly-valued qualification but the classification system needs updating,” he said. “Graduates deserve more than simply a single number to sum up their academic work when they leave university.”
His steering group fought shy of an outright abolition of the old system after strong opposition from some institutions.
The two-page Hear will give details of a student’s marks, will note non-academic achievements and incorporate the European Diploma Supplement being introduced in all European countries that signed the Bologna pact on higher education. The latter aims to create some consistency in assessments and degree standards across member states.
Britain’s measuring and recording student achievement steering group, set up three years ago amid concerns about grade inflation, issued interim reports which declared the current system was “not fit for purpose”.
The higher education watchdog, the Quality Assurance Agency, claimed earlier this year that employers found the classifications unreliable because some universities gave more top grades than others – with some 60% of students now getting a first or a 2.1.
Research by Lancaster University surprisingly found that the Russell Group of 20 elite research-led institutions, including Oxbridge and the London School of Economics, was to blame for some of the rise in firsts and upper seconds.
Despite speculation that the Burgess report would recommend abolishing the system, it proposes a four-year development and testing phase for the Hear to run alongside the existing system. The Hear will have core content common to all institutions, but universities can add other information as they see fit.
Wes Streeting, National Union of Students vice-president and a member of the steering group, said he was disappointed the pace of change had been frustrated by some institutions that failed to grasp the need for reform.
Professor Rick Trainor, president of Universities UK, which jointly commissioned the report with the Guild of Higher Education, said the university sector had changed beyond all recognition from that which had produced the traditional honours system.
“I urge the sector to take on this challenge to develop a system that meets the demands of the 21st century,” Trainor said.
Diane Spencer
Recommendations in a report by a group of vice-chancellors, led by Professor Bob Burgess of Leicester University, call for the honours degree classification system to be replaced by a new method of recording students’ achievements.Burgess said the report, Beyond the honours degree classification, presents a strong case for change. “The UK honours degree is a robust and highly-valued qualification but the classification system needs updating,” he said. “Graduates deserve more than simply a single number to sum up their academic work when they leave university.”
His steering group fought shy of an outright abolition of the old system after strong opposition from some institutions.
The two-page Hear will give details of a student’s marks, will note non-academic achievements and incorporate the European Diploma Supplement being introduced in all European countries that signed the Bologna pact on higher education. The latter aims to create some consistency in assessments and degree standards across member states.
Britain’s measuring and recording student achievement steering group, set up three years ago amid concerns about grade inflation, issued interim reports which declared the current system was “not fit for purpose”.
The higher education watchdog, the Quality Assurance Agency, claimed earlier this year that employers found the classifications unreliable because some universities gave more top grades than others – with some 60% of students now getting a first or a 2.1.
Research by Lancaster University surprisingly found that the Russell Group of 20 elite research-led institutions, including Oxbridge and the London School of Economics, was to blame for some of the rise in firsts and upper seconds.
Despite speculation that the Burgess report would recommend abolishing the system, it proposes a four-year development and testing phase for the Hear to run alongside the existing system. The Hear will have core content common to all institutions, but universities can add other information as they see fit.
Wes Streeting, National Union of Students vice-president and a member of the steering group, said he was disappointed the pace of change had been frustrated by some institutions that failed to grasp the need for reform.
Professor Rick Trainor, president of Universities UK, which jointly commissioned the report with the Guild of Higher Education, said the university sector had changed beyond all recognition from that which had produced the traditional honours system.
“I urge the sector to take on this challenge to develop a system that meets the demands of the 21st century,” Trainor said.
Diane Spencer
OECD 1: US share of foreign students drops
The United States continues to be the top destination for international students seeking a university education, according to the latest report by the Organisation for Economic Co-operation and Development (OECD). But America's market share fell significantly - by 4% - between 2000 and 2005.
Countries with the biggest gains included Australia, France, Japan and New Zealand, whose growth was singled out as the most impressive by the OECD. The UK saw its share drop, although by less than 1%.
"In relative terms there really are some very amazing examples," said Andreas Schleicher, head of indicators and analysis at the OECD.
"Take Australia which has actually made a profit out of higher education, while most countries are struggling to generate resources for tertiary education. And who would have thought Japan would attract so many foreign students because they only offer programmes in Japanese - yet they now have 5% of the market."
Overall, the market in international students continues to grow in OECD countries - but at a significantly higher rate outside the European Union. America continues to attract nearly twice as many international students as its nearest rival, Britain, which has a 12% share.
Third most popular is Germany with 10%, followed closely by France (9%), Australia (6%) and Japan (5%).
The fall in the US share is offset by a 5% overall increase in the number of students studying outside their own countries. This rose to more than 2.7 million in 2005, according to figures provided to the OECD by Unesco's Institute for Statistics.
This represents a four-fold increase worldwide in the past three decades, with a notable acceleration in the past 10 years. This mirrors the growing globalisation of economies and societies, the OECD report states.
Within the OECD, international students made up widely differing proportions of the national intake. Together, France, Germany, Britain and the United States take in more than half of all foreign students globally.
But Australia has the most internationalised campuses, with foreign students comprising more than 17% of all tertiary enrolments, edging out New Zealand (17%) and a step up from Britain, the third highest on 13.9%. All three countries have more than double the OECD average of 6.7%.
"Australia and New Zealand have really been smart; they have really invested in good provision and good quality programmes. They charge high fees but it is a commercially viable service," Schleicher said.
How long the big four countries can keep their stranglehold on the market will depend on a range of factors -- from student fees and living costs to the quality of education on offer and competition from rival or emerging systems.
The more active marketing policies of countries from the Asia-Pacific region, compared with the traditionally dominant US, may also be a key element. Other factors are the language of instruction and the rules on entry and being able to remain and work after securing a degree.
In some countries fees from international students have become a major source of income for universities, providing valuable funds but also making the institutions vulnerable if absolute numbers of international students fall.
British universities, for instance, rely on international students for 10% of their income. But more than one in four international students believe they offer poor or very poor value for money, according to a study by the UK's Higher Education Policy Institute.
This could contribute to a decline in numbers that could "seriously impact the finances of a great many universities," said the study's authors, Bahraim Bekhradnia, director, and Tom Sastry, former senior researcher at the institute.
But the findings were contradicted by another study released in the UK by the International Student Barometer. This indicated that British institutions scored higher in academic factors such as assessment and having good teachers than their rivals in other countries.
Schleicher said the OECD had no predictions on whether the expansion of university systems in Asia, particularly China and Malaysia, would detrimentally affect the market for international students in the current main destinations of France, Germany, the US and the UK.
"My personal guess is that improved access to tertiary education in China or India, combined with improved labour market prospects of tertiary graduates in these countries, will over time lead to a decline for demand in OECD countries," he said.
On the flip side of the coin in terms of absolute numbers, France, Germany, Japan and Korea provide the largest numbers of international students from OECD countries, while China and India supply the largest numbers from other economies.
Brendan O Malley
Comment:
It is not surprising that US share of foreign students has fallen due to several reasons which could be listed as follows.
1. Foreign students need safe environment where they would be assured of completing their studies without fear of wars and terrorism, which became a potential threat to human life around that time with Bush as president.
2. The tuition fees for most US universities are prohibitive to foreign students especially from Africa. These potential US students resort to other countries where tuition is cheaper.
3. Some universities put stringent entry requirements for international students which sometimes include obtaining a certificate of conduct from a previous school, sitting for an english test even when the student passed ordinary level school certificate english, and no finacial or loan support for international students especially from Africa.
It should always be born in mind that the world will never be safe to live in if backwardness is encouraged to take root by disadvantaging people who merely need an education.
Esau Mfune
Countries with the biggest gains included Australia, France, Japan and New Zealand, whose growth was singled out as the most impressive by the OECD. The UK saw its share drop, although by less than 1%.
"In relative terms there really are some very amazing examples," said Andreas Schleicher, head of indicators and analysis at the OECD.
"Take Australia which has actually made a profit out of higher education, while most countries are struggling to generate resources for tertiary education. And who would have thought Japan would attract so many foreign students because they only offer programmes in Japanese - yet they now have 5% of the market."
Overall, the market in international students continues to grow in OECD countries - but at a significantly higher rate outside the European Union. America continues to attract nearly twice as many international students as its nearest rival, Britain, which has a 12% share.
Third most popular is Germany with 10%, followed closely by France (9%), Australia (6%) and Japan (5%).
The fall in the US share is offset by a 5% overall increase in the number of students studying outside their own countries. This rose to more than 2.7 million in 2005, according to figures provided to the OECD by Unesco's Institute for Statistics.
This represents a four-fold increase worldwide in the past three decades, with a notable acceleration in the past 10 years. This mirrors the growing globalisation of economies and societies, the OECD report states.
Within the OECD, international students made up widely differing proportions of the national intake. Together, France, Germany, Britain and the United States take in more than half of all foreign students globally.
But Australia has the most internationalised campuses, with foreign students comprising more than 17% of all tertiary enrolments, edging out New Zealand (17%) and a step up from Britain, the third highest on 13.9%. All three countries have more than double the OECD average of 6.7%.
"Australia and New Zealand have really been smart; they have really invested in good provision and good quality programmes. They charge high fees but it is a commercially viable service," Schleicher said.
How long the big four countries can keep their stranglehold on the market will depend on a range of factors -- from student fees and living costs to the quality of education on offer and competition from rival or emerging systems.
The more active marketing policies of countries from the Asia-Pacific region, compared with the traditionally dominant US, may also be a key element. Other factors are the language of instruction and the rules on entry and being able to remain and work after securing a degree.
In some countries fees from international students have become a major source of income for universities, providing valuable funds but also making the institutions vulnerable if absolute numbers of international students fall.
British universities, for instance, rely on international students for 10% of their income. But more than one in four international students believe they offer poor or very poor value for money, according to a study by the UK's Higher Education Policy Institute.
This could contribute to a decline in numbers that could "seriously impact the finances of a great many universities," said the study's authors, Bahraim Bekhradnia, director, and Tom Sastry, former senior researcher at the institute.
But the findings were contradicted by another study released in the UK by the International Student Barometer. This indicated that British institutions scored higher in academic factors such as assessment and having good teachers than their rivals in other countries.
Schleicher said the OECD had no predictions on whether the expansion of university systems in Asia, particularly China and Malaysia, would detrimentally affect the market for international students in the current main destinations of France, Germany, the US and the UK.
"My personal guess is that improved access to tertiary education in China or India, combined with improved labour market prospects of tertiary graduates in these countries, will over time lead to a decline for demand in OECD countries," he said.
On the flip side of the coin in terms of absolute numbers, France, Germany, Japan and Korea provide the largest numbers of international students from OECD countries, while China and India supply the largest numbers from other economies.
Brendan O Malley
Comment:
It is not surprising that US share of foreign students has fallen due to several reasons which could be listed as follows.
1. Foreign students need safe environment where they would be assured of completing their studies without fear of wars and terrorism, which became a potential threat to human life around that time with Bush as president.
2. The tuition fees for most US universities are prohibitive to foreign students especially from Africa. These potential US students resort to other countries where tuition is cheaper.
3. Some universities put stringent entry requirements for international students which sometimes include obtaining a certificate of conduct from a previous school, sitting for an english test even when the student passed ordinary level school certificate english, and no finacial or loan support for international students especially from Africa.
It should always be born in mind that the world will never be safe to live in if backwardness is encouraged to take root by disadvantaging people who merely need an education.
Esau Mfune
OECD: Worldwide ‘obsession’ with league tables
Higher education institutions worldwide are much more concerned about league tables and ranking systems than expected, an OECD investigation has found. “There appears to be a near obsession with the status and trajectory of the top 100,” a report of the investigation states. This despite the fact that there are 17,000 higher education institutions around the globe.
The remarkable study gives an insight into the impact of league tables and rankings on universities around the world, and shows how their influence is far wider than intended.
They were originally conceived as providing comparative information to key audiences such as students, public opinion and parents. But the survey of leaders and senior managers in more than 200 higher education institutions in 41 countries reveals that the tables and rankings are influencing key policy-making areas such as the classification of institutions and the allocation of funds.
“There is enormous attention given to every league table that is published as well as its quality ranking. And they are taken seriously by students, government and especially by the media,” says the main author of the study, Professor Ellen Hazelkorn from the Dublin Institute of Technology.
“Because of this, they have a huge influence on university reputations and thus they promote competition and influence policy-making.”
National league tables have been common since the 1990s but, as higher education has become globalised, the focus has shifted to worldwide university rankings such as those published by the Times Higher Education Supplement, UK, and the Shanghai Jiao Tong University in China.
Among the main findings in the OECD study are:
* 58% of respondents were not happy with their current ranking.
* 70% want to be in the top 10 % nationally.
* 71% want to be in the top 25% internationally.
* 57% believe league tables and rankings are influencing the willingness of other institutions to form partnerships with them.
* 56% have a formal internal mechanism for reviewing their rank order.
Of the latter respondents all but three have taken strategic or academic decisions or action as a result of reviewing their rank.
Hazelkorn found strikingly similar types of actions across institutions. She says university leaders are incorporating the outcomes into their strategic planning mechanisms, reorganising their institutions to achieve higher rankings and, in general, using the results to identify weaknesses.
They are seeking to either resolve institutional problems or eradicate the source, such as hiring more Nobel Prize winners (a criterion in the Shanghai Jiaotong ranking).
In several instances, respondents indicated that either a special investigation team had been appointed or assigned to oversee organisational change, ensure regular “observations of
rankings and methods”, and monitor the performance of peer institutions.
Hazelkorn concludes that those affected by league tables and rankings tend to draw broad brushstroke conclusions. She says they use the results to “reassure” themselves about their collaboration, investment, future employer or university choice while at the same time providing the institution with a rating that can be publicised.
Universities whose ranking is not prestigious often believe their poor rating creates a cycle of disadvantage for them.
John Walshe
The remarkable study gives an insight into the impact of league tables and rankings on universities around the world, and shows how their influence is far wider than intended.
They were originally conceived as providing comparative information to key audiences such as students, public opinion and parents. But the survey of leaders and senior managers in more than 200 higher education institutions in 41 countries reveals that the tables and rankings are influencing key policy-making areas such as the classification of institutions and the allocation of funds.
“There is enormous attention given to every league table that is published as well as its quality ranking. And they are taken seriously by students, government and especially by the media,” says the main author of the study, Professor Ellen Hazelkorn from the Dublin Institute of Technology.
“Because of this, they have a huge influence on university reputations and thus they promote competition and influence policy-making.”
National league tables have been common since the 1990s but, as higher education has become globalised, the focus has shifted to worldwide university rankings such as those published by the Times Higher Education Supplement, UK, and the Shanghai Jiao Tong University in China.
Among the main findings in the OECD study are:
* 58% of respondents were not happy with their current ranking.
* 70% want to be in the top 10 % nationally.
* 71% want to be in the top 25% internationally.
* 57% believe league tables and rankings are influencing the willingness of other institutions to form partnerships with them.
* 56% have a formal internal mechanism for reviewing their rank order.
Of the latter respondents all but three have taken strategic or academic decisions or action as a result of reviewing their rank.
Hazelkorn found strikingly similar types of actions across institutions. She says university leaders are incorporating the outcomes into their strategic planning mechanisms, reorganising their institutions to achieve higher rankings and, in general, using the results to identify weaknesses.
They are seeking to either resolve institutional problems or eradicate the source, such as hiring more Nobel Prize winners (a criterion in the Shanghai Jiaotong ranking).
In several instances, respondents indicated that either a special investigation team had been appointed or assigned to oversee organisational change, ensure regular “observations of
rankings and methods”, and monitor the performance of peer institutions.
Hazelkorn concludes that those affected by league tables and rankings tend to draw broad brushstroke conclusions. She says they use the results to “reassure” themselves about their collaboration, investment, future employer or university choice while at the same time providing the institution with a rating that can be publicised.
Universities whose ranking is not prestigious often believe their poor rating creates a cycle of disadvantage for them.
John Walshe
HUNGARY: University rankings rejected
Competitive university rankings have been rejected as an effective means of informing people about differing standards in higher education. A conference attended by delegates from European university and standards setting associations in Budapest last week agreed that rankings had "perverse effects".
More than 500 delegates from higher education research and student groups at the 3rd annual International Trends in Quality Assurance conference agreed that developing a competitive system of higher education rather than competitive institutions was a more effective strategy.
Andree Sursock, Deputy General Secretary of the European University Association, one of four bodies that organised the conference, said there was a "general consensus that university rankings had perverse effects".
"Students were particularly vocal in their comments against rankings," Sursock told University World News. "No one has yet really found a way to measure higher education and research with these kinds of instruments and there was agreement that they do not equate with quality assurance. They are part of a globally competitive race and use just a few indicators that do not really chart the complexities of research and education."
Rather than pit universities against each other, delegates at the conference urged institutions to focus on "rethinking diversity and developing a competitive system with a proper mix of institutions with different missions", Sursock added.
Such a system that included institutions dedicated to research, teaching, lifelong learning and other missions would be far more accessible to ordinary people. Many people tended to be confused about how to read league tables and rankings, he said.
Organisations engaged in quality assurance should "acknowledge the information gap" and aspire to providing clear, understandable information that allowed users of higher education to make informed choices, Sursock said. Universities and other higher education institutions should also be clearer in the information they post on websites and not simply rely on third party rankings systems.
"Many members of the public do not understand the methodology behind ranking systems; high scorers like Oxford, Cambridge or Harvard might be good for some students but not necessarily for all," he said, adding that better information could help prospective students make better choices.
"We need to develop a system of diversity in order to allow people to make choices and to enable them to understand that there should be parity of esteem between institutions."
Supported by the Lifelong Learning Programme of the European Commission and co-organised by the E4 group that includes the EUA and the European Association for Quality Assurance in Higher Education, the European Students Union and the European Association of Institutions in Higher Education, the conference also looked at learning outcomes and the intentional - and unintentional consequences - of quality assurance in higher education.
Nick Holdsworth
30 November 2008
nick.holdsworth@uw-news.com
More than 500 delegates from higher education research and student groups at the 3rd annual International Trends in Quality Assurance conference agreed that developing a competitive system of higher education rather than competitive institutions was a more effective strategy.
Andree Sursock, Deputy General Secretary of the European University Association, one of four bodies that organised the conference, said there was a "general consensus that university rankings had perverse effects".
"Students were particularly vocal in their comments against rankings," Sursock told University World News. "No one has yet really found a way to measure higher education and research with these kinds of instruments and there was agreement that they do not equate with quality assurance. They are part of a globally competitive race and use just a few indicators that do not really chart the complexities of research and education."
Rather than pit universities against each other, delegates at the conference urged institutions to focus on "rethinking diversity and developing a competitive system with a proper mix of institutions with different missions", Sursock added.
Such a system that included institutions dedicated to research, teaching, lifelong learning and other missions would be far more accessible to ordinary people. Many people tended to be confused about how to read league tables and rankings, he said.
Organisations engaged in quality assurance should "acknowledge the information gap" and aspire to providing clear, understandable information that allowed users of higher education to make informed choices, Sursock said. Universities and other higher education institutions should also be clearer in the information they post on websites and not simply rely on third party rankings systems.
"Many members of the public do not understand the methodology behind ranking systems; high scorers like Oxford, Cambridge or Harvard might be good for some students but not necessarily for all," he said, adding that better information could help prospective students make better choices.
"We need to develop a system of diversity in order to allow people to make choices and to enable them to understand that there should be parity of esteem between institutions."
Supported by the Lifelong Learning Programme of the European Commission and co-organised by the E4 group that includes the EUA and the European Association for Quality Assurance in Higher Education, the European Students Union and the European Association of Institutions in Higher Education, the conference also looked at learning outcomes and the intentional - and unintentional consequences - of quality assurance in higher education.
Nick Holdsworth
30 November 2008
nick.holdsworth@uw-news.com
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