Higher educational dropout is a significant area of education policy in Hungary. First, the proportion of graduated higher educational students is low when compared to the OECD average, which may be caused by dropout from higher educational courses. On the other hand, although the phenomenon of dropout has been closely investigated in several international research papers, the methodology used to determine the dropout ratio is unsatisfactory, mainly due to the lack of expert consensus. As a consequence, we do not have precise data regarding the dropout ratios, which make investigations related to this area even more necessary. The aim of this study was to measure the possible reasons for delayed graduation and dropout, and it was carried out as a qualitative study based on existing theories. In our investigation, the role of the sociocultural background; the years prior to the time spent in higher education; and the motivation of the choice of institution, employment, sports, and social activities were measured through an analysis of seven individual interviews and one focus group conversation involving 10 participants based on a semi-structured interview methodology. The causes of delayed graduation and dropout, which are more difficult to observe, are an inappropriately chosen institution and/or course, employment while studying intensively in a higher education institution, competitive sport and friends with a negative attitude toward learning. Our analysis provides a stable basis for a wider questionnaire-based investigation on a representative sample and its main units have been developed according to the research blocks of the interview analysis.
Békából királyfi A kihelyezett képzéstől a közösségi felsőoktatási képzési központig Ebben az írásban a felsőoktatási törvény módosításával 2015-ben létrehozott közösségi felsőoktatási képzési központ (KFKK) intézményi konstrukció-hazai felsőoktatási1-történeti és törvényi előzményeit tekintjük át. A hazai felsőoktatás történetében, különösen a háborút követő államszocialista időszakban, de még a rendszerváltást követően is hosszabb ideig a felsőoktatási hálózatfejlesztés, hálózatfejlődés jellegzetes elemei voltak a kihelyezett tagozatok, kihelyezett képzések, kihelyezett tanszékek, illetve intézetek, majd később konzultációs központok (jogszabályi elnevezésük: székhelyen kívüli képzések), amelyekhez az oktatáspolitika viszonya mindig ambivalens volt. Részint tudomásul vette, sőt esetenként támogatta azok létrejöttét, részint mint a minőséget rontó felsőoktatási hálózatelemeket megpróbálta visszaszorítani. A jogi szabályozás végül is a teljes tiltásig jutott, majd nem sok időre rá mégis megjelent az addig tiltott varangy, mint délceg királyfi, a KFKK. Írásunk ezt a fejlődési utat igyekszik bemutatni.
Background and aims Our research is a part of a complex dropout research, whose main aim is to examine the time changes, social and regional inequalities, and constitutional differentiation of student dropout, appearing on a large scale and causing individual and institutional loss. As a part of this, the aim of our research on one hand is to identify the training fields and training levels with high dropout risk, furthermore to draw the patterns of dropout based on the available countrywide data. Methods We analyzed the database of the Hungarian Higher Education Informational System for our research, especially considering the students starting their training, based on final exam. We examined the most important features of advancements in studies, furthermore the occurring recoils. Considering our data, the measure of dropout remarkable differs based on the training fields and schedule, training, finances and some demographically background variable as well, taking the measure of dropout and its reasons into account. During our analysis, we separated three main types of the dropout’s reasons: financial reasons, study inefficiency, and dropout caused by other reasons. Results In this study, we examine these types and their characteristics in three different training levels: Bachelor degree programs, undivided, long-cycle Master courses, and short-cycle higher education vocational training. Discussion Almost one third of the students end up joining the group of dropout in all kind of training type, especially critical period is from the second to the fifth semester. The most endangered are males, correspondent students, fee-paying students, participants of higher education vocational training, furthermore the students of science and students of IT fields.
Introduction: This article examines the first level of the European higher education system, namely the short-cycle higher education trainings related to the ISCED 5 whose Hungarian characteristics, and its historical changes were described. Methods: We examined participation rates among OECD countries. As there are large differences in the short-cycle higher education trainings in Europe, we have relied on data that makes the different systems comparable. Results and discussion: The interpretation, definition and practical orientation of the trainings varies from country to country, we presented the Hungarian form in connection with the results of international comparative studies and data. To understand the role of trainings, it is essential to get to know their history, especially because short-term higher educational trainings were transformed in several European countries. Conclusions: Prioritising or effacing the social-political role of short-cycle higher education trainings depending on the political orientation of the government and as a part of this, prioritising the disadvantaged regions instead of the disadvantaged students.
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