2013/II. szám - A tanulás támogatása
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Foreword
Many correlational analyses presume that Higher Education is a key to social and economic success. But devil lies in details. How can we be sure that this interpretation is right? Alternatively we may explain this relationship from the other end, and predict that successful societies will luxuriously spend more energy in experimenting with Higher Education. These doubts may lay in the background of our debates about Higher Education reforms in Hungary.
The dilemma may be resolved only if we study the practices of successful Higher Educations in details. In the language of social evaluations it is better if we ask, whether Higher Education develops necessary professional and general skills of recruited students? What is the added value of studying in Higher Education? Similar questions have been routinely asked and analytically answered in lower levels of education in Hungary. Their answers might be integrated with international experience in Higher Education to systematically analyse the learning process itself and its outcomes. Any valuable institutional or national strategy can only be built on the results of this analysis. We have to identify the learning and teaching processes that successfully bring about competences that prove valuable after graduation. The load of these questions and the incidental responses that today's institutional practice give, urge us to concentrate more on this component of success in Higher Education.
This issue therefore focuses on supporting learning in Higher Education. In the opening interview, prof. Gábor Halász gives a broad overview of international trends in our topic to explore the latest results of educational science and the development of HE policymaking. He places the role of specifi c pedagogy for higher education in this overall picture. Our roundtable discussion shows the possible results of learning centred attitude of educators and corresponding institutional practices. Among the papers in our focus section, Erika Kopp analyses the positive effects of emphasizing learning in tertiary education. István Lukács and his co-authors present the conceptual framework of study program development together with an account of an actual process itself. The integrate teacher and a student perspective in this. Angéla Banai-Bajzát brings an edifying institutional example of an inquiry based learning in medical training in Sweden. Zsuzsa Kovács and Katalin Tókos shows us a wide overview based on institutional case studies about the positive effects offocusing institutional practice to the learner and the process of learning. They conduct their analysis from the aspect of learning outcomes.
Present issue of Higher Education in Hungary would be a valuable reading for those who the latest trends in education science. And it may also prove to be a handy tool for those practitioners who try to change institutional practices, personal teaching methods, and attitudes.
Paszkál Kiss
editor-in-chief
- 1. Előszó, tartalom
- 2. Foreword
