2012/IV. szám - Tehetség és képzés
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Foreword
Higher Education differs from Public education (ISCED 1-3) in many respects. Its non-compulsory nature often is in the centre of discussions. In times of economic hardship we soon get to the point to ask whether governments should pay the bill if tertiary education is indeed not compulsory. A step further and we are caught by the idea that the structural changes introduced in the Bologna reforms were nothing but a cover up for pulling out a considerable amount of money from HE by providing shorter time to a first qualification. Financing is a catchy problem of Higher Education, which we raised in the focus section of our 2012/1 issue from the perspective of common goods and personal investment.
Here, in the closing issue of 2012 we offer a different perspective however for the analysis of linear education model and its internal selection mechanisms. It should not be considered accidental that Hungarian HE introduced the system of PhD-training – also based on British-American examples – years before even considering Bologna reforms. Apart from changes in the international scientific standards and in the Hungarian academic system (universities’ struggle for scientific recognition and autonomy would deserve an analysis on its own right), it should not be forgotten that an institutional mechanism was very much needed for supporting the talented and selecting the next generation of researchers. Even if the development of scientific talent and nesting into academic life are not completely synergic processes, PhD-schools meant a common solution for them as they were introduced as early as in the 90s in Hungary. The history of educating the talented is even longer as it has had institutions as the OTDK (National Movement of Student Researchers) or as the special colleges founded even earlier in Hungary. We analyze these institutions in the focus section papers from historical and statistical perspective. These papers are among the first contributions of this sort within Higher Education studies in Hungary.
Our interview with András Falus (full member of HAS) looks at talent development from the perspective of a successful scientist who reflects onto the responsibility of science itself. The roundtable discussion brings together the experiences of students and educators, local and national institutions about the results and challenges in the education of the talented. From our workshop section, the paper on the self-discrimination processes in entering into HE evokes strong associations to the issues raised previously in the focus section, even if analyzing the other side of the coin.
Paszkál Kiss
editor-in-chief
- 1. Előszó, tartalom
- 2. Foreword
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