Filire de Physique Universit dEtvs Lorand Budapest

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Filière de PhysiqueUniversité dEötvös Lorand
Budapest

• Séminaire à Meknès
• Dune réforme de structure à une réforme de
  contenu
• Les 26-28 novembre 2007

P. Debreczeni
Projet TEMPUS SM_SCM-M012B06-2006 (MA) RE-FORM
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Historique

• 1987 revising the whole curriculum (virtual
  BaMa)
• 1993 new doctoral school
• 1998 ECTS (accumulation)
• 2002 NQF for HE
• 2003 BaMa system based on Bologna

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Policy Issue (National Level)

• Policy issue (1991)
• Hungary must shortly have a system of education
  that by making the best use of its resources will
  be able to contribute to the countrys effective
  integration into the community of developed
  countries, and at the same time will also serve
  the construction of a knowlwdge-based society.

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Background Studies in Support of Programme Design

• Qualification systems are important for
  determining selection, the setting of standards
  and empowering students
• One of the causes of the weaknesses in the system
  is the divided system itself, that is, having
  totally separate academic and vocational tracks
  leading to separate qualifications.

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Conclusions

• Weaknesses of the divided system
• inherited assumptions that the economy requires
  the separation of mental and manual labour, which
  provides the justification for academic/vocational
  division
• the system is dominated by selection the problem
  is to increase both the quantity and quality of
  participation
• it is inflexible in that it separates students
  into different academic and vocational tracks and
  hinders movements and transfer between them
• it hinders innovative combinations that can link
  theoretical and applied studies.
• It exaggerates the differences between high and
  low prestige institutions and programmes and
  reinforces the process of educational
  stratification

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Recommendations

• Review the education system as a whole (public
  and vocational, HE and lifelong learning)
• Re-examine the divide between vocational and
  academic needs and create a unified system of
  qualifications that will gradually bridge the
  division between education and training.
• The implication of a unified system of
  qualifications should be considered at the level
  of curriculum practice.

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Important aspects

• Whether the curriculum that was established when
  at most 10 continued in education, is
  appropriate when at least 35-40 are expected to
  continue at least for three years after 18
  (modularization).
• Whether existing participation on the basis of
  existing curricula, even when it is possible,
  would provide students with the kind of skills
  and knowledge that are necessary in the likely
  circumstances of the twenty first century.
• Learner independence the empowerment of
  students
• New methods of student assessment are required

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Implications for the curriculum

• A unified curriculum will not separate the
  preparation of students for employment from the
  wider role of preparing them to become citizens
  in a democratic society.
• Instead of having separate academic and
  vocational courses, the curriculum should consist
  of a range of theoretical and applied modules
  within a single system of first cycle (PS and
  Bachelors). Students will be able to choose from
  a number of routes or pathways
• A move towards a more integrative form of
  specialization with the possibility of developing
  new connective skills and understanding and the
  ability to innovate and to apply and use learning
  in different contexts.
• A shift from teaching to learning

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Problems encountered

• Dead-end teaching pathway for students in
  politechnics/colleges
• Teaching tubes in HE instead of flexible
  learning pathways
• Drop out (waste of time and money for both
  students and public expenditure on education)
• over-specialization in case of HE graduates

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Degrees

• 1987 1400 circa 60 college level
• 1998 453 (221 university 232 college level)
• 2003 116 Bachelor 200-300 Ma planned
• Structure 12 domains, 34 fields of studies
• Domains general education fields (secondary
  level 10)
• Fields related to scientific classification
  fields
• Degree occupation (fonction) related

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Physics at ELTE

• Bachelor of Science
• wide-scale general education in physics
• Master of Science
• specialization in several fields of physics
  (astrophysics, biological physics, materials
  physics, atomic and molecular physics, particle
  physics, statistical physics, solid state
  physics) high-school teacher training
• PhD

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ELTE TTK Physics

• http//teo.elte.hu/fs/