The situation of adult

training in our country

and the possible ways of
its improvement

22-23.03.2006 Tapolca
 Some data about the recent
Hungarian adult training
 45,8 billion HUF as govermental source
in 2005 (82.000 people)
7,0 unemployed (70.000 people)
5,2 adult training (50.000*)
3,0 normative financial aid (17.000)
2,0 income tax reduction (87.000 fő)
22,0 HEF OP
 20 % of people aged 25-64 is learning
 1160 accredited institutions and 1890
programmes.
 Characteristics of our adult
training system
 It is an activity bound to
registration.
 Some parts are regulated by the
state. (training contract, the
existance of the training
program, state financing, official
and registered trainings)
 The state accreditation system
exists.
 Characteristics of registered
trainings
 State guarantee is ensured by
the output regulation.
(controlling ‘szvk’-s defined by
state before ÁVB)
 What is included in the
registered trainings 
everything.
 Opportunity for ‘pla’ which does
not work in practice
Accreditation of adult education

 Institutional accreditation: an
applicaton, promising a
particular function.
 Accreditation of programs:
examination of realization and
coherence, but the registered
trainings are accepted as
accredited ones!
 FAT control???
The quality of adult education

 Quality in adult education

means a partner based
institutional operation, along
with an effective, planned and
conscious use of resources.

 The definition is explained as:

 Levels
Levels of
of quality
quality

Input quality Process quality Quality of results

- The training process,

- Quality of training and - Setting aims,
- Supplying adult
personal staff,
training services - Reaching sustainable
- Quality of organisation effects,
- Regulation of the
structure
process, - Comparing of results,
- Quality of technical benchmarking
- The training hosts’
resources and
responsible acts,
infrastructure
indicators

Quality
Qualityof
ofpartner
partnerrelations:
relations:
educator/learner,
educator/learner,place
placeof
ofpractice,
practice,employer,
employer,
 Levels of quality approach

Philisophical

Sector independent ISO, TQM, EFQM

Sector COMENIUS CAF, CQAF

Consultant

Organisation
 Expectatoins towards the adult
education
 Meeting the society’s needs (Life
Long Learning, learning society,
solving the problems of different
layers (expansion in higher
education))
 Meeting the individual needs
(carreer attainable, flexible)
 Meeting the employers’ needs
(innovative workforce, with
suitable skills, at once)
 How to go on?
 Creating a legal background
meeting the expectations, a
guiding structure and operating
mechanisms.
It is not possible on the legal
base of the year of 1993 any
more!

 Establishing a new, more

effective state financing system
linked to the learner.
 Hinges of improvement

 The qualifications acknowledged by the

state are realised by successful exams of
accredited programs, which are linked to
the modernised FJ.
 Instead of National List of Trainings there is
a list of accredited training programs.
 The competences included in the FJ are
determined by sectoral, professional
branches, who also operate the
examination centres.
 Let the FAT be a body, entirely
independent from the state.
 Characteristic features of
accredited programs
 competence based,
 Up-to-date, transferring basic
competences as well,
 Its modules are transferable,
 Moduls can be replaced with the pla
 The conditions of quality insurance
are determined
Is it sure, everything goes all right?
New list of trainings
State administration

The learner is employee

Professional and
exam demands

And everybody’s working hard!