DOCSLIB.ORG

The Development of the Hungarian Educational System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Development of the Hungarian Educational System ftp://ftp.oki.hu/bie/bie.pdf The Development of the Hungarian Educational System By Gábor Halász, Erika Garami, Péter Havas and Irén Vágó Edited by: Gábor Halász National Institute for Public Education Budapest, February 2001 ftp://ftp.oki.hu/bie/bie.pdf Table of Contents 1. The Hungarian educational system at the end of the 20th century: a summary 1.1 The main reforms and innovation of the past decad Causes of the changes......................................................................................................... 3 1.1.1 The legal framework............................................................................................... 3 1.1.2 The structural conditions of the educational system .............................................. 3 1.1.3 The evolution of control and financing relations ................................................... 4 1.1.4 Changes in evaluation policy.................................................................................. 9 1.1.5 Current and expectable reforms ............................................................................. 10 1.1.6 Current and expectable reforms ............................................................................. 11 1.2 The main quantitative and qualitative results of the past decade ................................. 17 1.2.1 Changes concerning participation in education ....................................................... 17 1.2.2 Establishing equal opportunity.................................................................................. 19 1.2.3 The quality and relevance of education..................................................................... 19 1.2.4 Social participation in the reform process ................................................................ 20 1.3 The main experiences of the reform period .................................................................. 21 1.4 Major problems and challenges ................................................................................... 23 2. Educational content and learning strategies for the 21st century 2.1 Curriculum development, fundamental principles, and requirements.......................... 25 2.1.1 The decision-making process: Levels and actors in determining educational content................................................................................................. 25 2.1.2 Curricular planning and curriculum preparation..................................................... 29 2.1.3 Teaching and learning strategies .............................................................................. 38 2.1.4 Evaluation policies and methods............................................................................... 41 2.2. The changes and expansion of the content of education ............................................. 48 2.2.1. The motives of the development of the content of education .................................... 49 2.2.2. Entities participating in content development .......................................................... 54 2.2.3. New content .............................................................................................................. 65 2.2.4. Planning, introduction and evaluation of reforms .......................................................66 2.2.5. Results and problems................................................................................................ 72 References and Sources ...................................................................................................... 73 List of Abbreviations .......................................................................................................... 76 ANNEX 1 ........................................................................................................................... 77 ANNEX 2 ........................................................................................................................... 78 ANNEX 3 ........................................................................................................................... 84 ANNEX 4 ........................................................................................................................... 126 ANNEX 5 ........................................................................................................................... 128 2 ftp://ftp.oki.hu/bie/bie.pdf The Development of Education in Hungary: A National Report 1. The Hungarian educational system at the end of the 20th century: a summary 1.1 The main reforms and innovations of the past decade 1.1.1 Causes of the changes During the 1990s the Hungarian educational system – like those of other countries in the East- Central European Region – went through historic changes. The scope and direction of these changes were affected by radical social, economic and political transformations which took place in the decade following 1989, at which time the institutions of parliamentary democracy and market economy were being built and the country joined the ranks of established European democracies. During the 1990s, changes in the Hungarian public education system took place partly due to the restructuring of the social and political environments, and partly due to efforts from within the system itself. Those factors, which affected the content-related curricular processes, are also dealt with in detail in section 2.2. Of the many causes that contributed in a decisive manner to the complete overhaul of the public education structure, there are a few which are especially noteworthy: • A sizeable decrease in demographics • The radical reform of administrative and public financing procedures (the direction of schools by local governments and the introduction of normative, per capita financing) • The general fall of government expenditures due to the economic crisis lasting from the end of the 1980s to the middle of the 1990s • A large scale decrease in the numbers and proportions of the active workforce and the appearance of unemployment • An increase in the discrepancy of incomes amongst different social groups and the related difficulties of social integration By the end of the second half of the 1990s, the most difficult period of the economic and social reforms ended in Hungary. A dynamic economic growth was established based on an equilibrium that produced favorable conditions for the development of public education. 1.1.2 The legal framework The comprehensive public, vocational and higher education laws adopted in 1993 define the present Hungarian educational legal framework. In addition it is worthy to mention the effects of some previously accepted legal acts, such as The Pubic Education Act in 1985, which widened the institutional independence to a large degree, and moreover, the modifications that brought about the dissolution of the state educational monopoly in 1990. The laws passed in 1993 have been modified over the past decade on several occasions, but the changes have not altered the basic framework established at the beginning of the 1990s. Besides the educational laws, other related legislation has also been enacted during this time period that has had a fundamental effect on education. Amongst them, the 1990 Act on local governments, which effectively handed over the control of the previously 3 ftp://ftp.oki.hu/bie/bie.pdf state-run schools to the local governments, has had the biggest effect. Similarly, the church property law of 1991 made it possible for religious organizations to regain control of schools that were nationalized by the state following the Second World War. Likewise, the 1992 Act on the status of civil servants created a new status for public institution workers – including teachers – with nationally regulated salaries. It is also necessary to mention the national and ethnic minority law of 1993 (which granted minorities, amongst other things, important rights to education), the Act on employment passed in 1991 (which had a considerable effect on vocational education), and finally the regional development law of 1996 (which affected development policies in the educational sector as well). The Public Education Act1 of 1993 effectively assigns local governments the task of administering primary and secondary education, with the state acting in a supporting role (this support is defined in size and shape by the annual budgetary bills). The Public Education Act defines the level of educational support, the programs to be initiated, the core organizational and operational framework of education, as well as the participants’ rights within the sphere of education. This law called for the restructuring of the system of curricular regulation, the introduction of so-called two-tiered regulation, under which the school level organization of teaching and learning is handled within the framework of nationally defined documents but on the basis of programs prepared by the schools and adopted on the local level. 1.1.3 The structural conditions of the educational system As a result of the reforms following the Second World War, the Hungarian school system adopted a two-tiered structure, ISCED 1 and ISCED 2, organized within a common institution (see Annex 1). The general framework is comprised of a combined two-tiered 8-grade school, which students generally begin at the age of six. Prior to this, more than 90 percent of students take part in institutionalized pre-school education (ISCED 0). Until the early 1990s primary schools followed a nationally standardized curriculum. Ideally,
Load more

Recommended publications
  • Literacy and Illiteracy in Austria–Hungary. the Case of Bulgarian Migrant Communities
    Hungarian Historical Review 3, no. 3 (2014): 683–711 Penka Peykovska Literacy and Illiteracy in Austria–Hungary. The Case of Bulgarian Migrant Communities The present study aims to contribute to the clarification of the question of the spread of literacy in East Central Europe and the Balkans in the late nineteenth and early twentieth centuries by offering an examination of Bulgarian migrant diasporas in Austria–Hungary and, in particular, in Hungary, i.e. the Eastern part of the Empire. The study of literacy among migrants is important because immigrants represent a possible resource for the larger societies in which they live, so comparisons of the levels of education among migrants (for instance with the levels of education among the majority community, but also with the levels of education among the communities of their homelands) may shed light on how the different groups benefited from interaction with each other. In this essay I analyze data on literacy, illiteracy and semi-literacy rates among migrants on the basis of the Hungarian censuses of 1890, 1900 and 1910. I present trends and tendencies in levels of literacy or illiteracy in the context of the social aspects of literacy and its relationship to birthplace, gender, age, confession, migration, selected destinations and ethnicity. I also compare literacy rates among Bulgarians in Austria–Hungary with the literacy rates among other communities in the Dual Monarchy and Bulgaria and investigate the role of literacy in the preservation of identity. My comparisons and analyses are based primarily (but not exclusively) on data regarding the population that had reached the age at which school attendance was compulsory, as this data more accurately reflect levels of literacy than the data regarding the population as a whole.
    [Show full text]
  • Stats in Brief: Instructional Time for Third- and Eighth-Graders in Public and Private Schools
    The amount of time students spend in learning environments, as well STATS IN BRIEF as the amount of time that students U.S. DEPARTMENT OF EDUCATION FEBRUARY 2017 NCES 2017–076 are exposed to instruction in particular subjects, have been topics of debate and concern in education policy and practitioner circles (McMurrer 2008; Instructional Time National Academy of Education 2009). Indeed, an early but foundational review of literature on instructional time highlighted for Third- and its importance for student learning (Berliner 1990). Differences in the use of time, however, make instructional time Eighth-Graders difficult to study. For instance, allocated time—or the time that schools or teachers schedule for instruction in particular in Public and subjects—is distinct from the time that students spend actively engaged with and learning from instructional materials Private Schools: (Berliner 1990). Despite the difficulties in studying instructional time in its varied forms, researchers have agreed that it is School Year 2011–12 important to study the amount of time that students in different grades have been AUTHORS PROJECT OFFICER exposed to particular subjects (Coates Kathleen Mulvaney Hoyer John Ralph Dinah Sparks National Center for Education Statistics 2003; Lanahan, Princiotta, and Enyeart Activate Research, Inc. 2006; Long 2014; Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997). Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We This publication was prepared for NCES encourage readers who are interested in more complex questions and in- under Contract No.
    [Show full text]
  • The Long-Lasting Effects of School Entry Age: Evidence from Italian Students
    The Long-Lasting Effects of School Entry Age: Evidence from Italian Students Michela Ponzo and Vincenzo Scoppa ∗ Using data for 9, 13 and 15-year-old students from three different datasets (PIRLS-2006, TIMSS-2007 and PISA-2009), we investigate whether the age at school entry affects children school performance at the fourth, eighth and tenth grade levels. Since student’s age in a grade may be endogenous, we use an Instrumental Variable estimation strategy exploiting the exogenous variations in the month of birth coupled with the entry school cut-off date. We find that younger children score substantially lower than older peers at the fourth, the eighth and the tenth grade. The advantage of older students does not dissipate as they grow older. We do not find any significant effect of the relative age of a child with respect to the classmates’ age. Finally, we show that secondary school students are more likely to be tracked in more academic schools rather than in vocational schools if they are born in the early months of the year. Keywords: school entry age, educational production function, student achievement, choice of track; instrumental variables, Italy, PIRLS; TIMSS; PISA. JEL classifications: I21, I28, J13; J24 . 1. Introduction What is the optimal age for children to begin school? Do the effects of age on achievement, if any, tend to persist as children grow older? Are there consequences of school entry age when individuals enter in the labor market? To answer these questions, a growing economic literature is investigating the effects of school entrance age on student achievement and on individual labor market performance.
    [Show full text]
  • Middle School Grade Advancement Guidelines 345.4-Rule(3)
    Middle School Grade Advancement Guidelines 345.4-Rule(3) General The goal of the middle school is to provide a successful and rewarding educational experience for all students. As a part of this responsibility, it is necessary to identify early those students who appear to be having difficulties and devise a plan to assist them with their educational program. Should students exhibit academic deficiencies at the end of the school year, it is ultimately the responsibility of the principal to determine if a student will be promoted to the next higher grade, retained with appropriate placement at the student's current grade, directed to some remediation procedure in order to be promoted, or if other options should be implemented. Legal Premise The Board of Education, acting through its duly-appointed agents (administration and teachers), has full authority to determine the promotion and retention of students. The purpose of this policy is to recognize the district's authority to make these decisions while providing procedural and substantive safeguards that will assure placements that are in the best interests of students. Promotion Requirements In order for a sixth, seventh, or eighth grade student to be promoted to the next grade, the student must successfully complete the following requirements: 1. Receive no more than one failing (F) end of the year course grade in the following subjects: reading (grade six), mathematics, language arts, science, social studies. 2. Receive passing grades of D or better in at least half (50 percent) of all other subjects. If a student fails to meet the above requirements, the student may be promoted upon successful completion of a summer program prior to entering the next grade and/or with the recommendation of the principal.
    [Show full text]
  • Trianon 1920–2020 Some Aspects of the Hungarian Peace Treaty of 1920
    Trianon 1920–2020 Some Aspects of the Hungarian Peace Treaty of 1920 TRIANON 1920–2020 SOME ASPECTS OF THE HUNGARIAN PEACE TREATY OF 1920 Edited by Róbert Barta – Róbert Kerepeszki – Krzysztof Kania in co-operation with Ádám Novák Debrecen, 2021 Published by The Debreceni Universitas Nonprofit Közhasznú Kft. and the University of Debrecen, Faculty of Arts and Humanities, Department of History Refereed by Levente Püski Proofs read by Máté Barta Desktop editing, layout and cover design by Zoltán Véber Járom Kulturális Egyesület A könyv megjelenését a Nemzeti Kulturális Alap támomgatta. The publish of the book is supported by The National Cultural Fund of Hungary ISBN 978-963-490-129-9 © University of Debrecen, Faculty of Arts and Humanities, Department of History, 2021 © Debreceni Universitas Nonprofit Közhasznú Kft., 2021 © The Authors, 2021 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopy- ing, recording, or otherwise, without the prior written permission of the Publisher. Printed by Printart-Press Kft., Debrecen Managing Director: Balázs Szabó Cover design: A contemporary map of Europe after the Great War CONTENTS Foreword and Acknowledgements (RÓBERT BARTA) ..................................7 TRIANON AND THE POST WWI INTERNATIONAL RELATIONS MANFRED JATZLAUK, Deutschland und der Versailler Friedensvertrag von 1919 .......................................................................................................13
    [Show full text]
  • Highlights from TIMMS
    NATIONALCENTERFOREDUCATIONSTATISTICS Overall Comparative Findings N ATIONAL N ATIONAL N A C ENTER FOR TIONAL Overview C ENTER FOR C ENTER FOR EDUCA EDUCA TION E TION S DUCA S TATISTICS TION TATISTICS STATISTICS FIGURE10–OVERALLCOMPARATIVEFINDINGS and Key Findings U.S.PERFORMANCERELATIVETOTHEINTERNATIONALAVERAGEATAGLANCE Pursuing Excellence Pursuing Excellence Pursuing Excellence A S A STUDY A S TUDY M OF TUDY MATHEMA OF U.S. F ATHEMA U.S. E MATHEMA OF U.S. TICS AND OUR LEARNING TICS AND IGHTH-G TICS AND TWELFTH S TH-G , C SCIENCE RADE -G Content Fourth Eighth Final Year of Advanced Math & IN INTERNA CIENCE RADE URRICULUM IN I SCIENCE RADE A TEACHING, NTERNA A TIONAL CHIEVEMENT IN INTERNA , AND TIONAL CHIEVEMENT CONTEXT TIONAL ACHIEVEMENT CONTEXT CONTEXT Across Grade Levels Area Grade Grade Secondary School Science Students THIRD THIRD I INITIAL I INITIAL NTERNA FINDINGS FROM THE THIRD INITIAL NTERNA FINDINGS FROM THE TIONAL INTERNA F TIONAL TIONAL INDINGS FROM THE M MATHEMA ATHEMA TICS AND MATHEMA TICS AND TICS AND SCIENCE SCIENCE S STUDY CIENCE STUDY STUDY O O FFICE OF Mathematics Above Below Below ____ FFICE OF EDUCA OFFICE OF U.S. D U.S. D EDUCA EP TIONAL EDUCA TIONAL ARTMENT OF R U.S. D TIONAL EPARTMENT OF R ESEARCH AND EPAR ESEARCH AND EDUCA TMENT OF RESEARCH AND With information on a half-million students worldwide,including EDUCA TION IMPROVEMENT EDUCA TION IMPROVEMENT TION IMPROVEMENT NCES 97-198 Overall NCES 97-225 NCES 98-049 more than 33,000 U.S.students in more than 500 U.S.public and Science Above Above Below ____ private schools,the Third International Mathematics and Science Overall Study (TIMSS) is the largest,most comprehensive,and most rigorous interna- tional study ofschools and students ever conducted.During the 1995 school Advanced ____ ____ ____ Below year,students from 41 nations,including our country's major trading partners, Mathematics were assessed at three different grade levels (fourth,eighth,and in the final year ofsecondary school) to compare their mathematics and science achievement.
    [Show full text]
  • The Netherlands
    THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner.
    [Show full text]
  • Download About TIMSS 2015
    About TIMSS 2015 In 2015, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted TIMSS 2015 at fourth and eighth grades and TIMSS Advanced 2015 for students in the final year of secondary school enrolled in special advanced mathematics and physics programs or tracks. Both TIMSS 2015 and TIMSS Advanced 2015 provide 20-year trend measures for countries that participated in the first TIMSS assessments in 1995. TIMSS 2015 and TIMSS Advanced 2015 continue the long history of international assessments in mathematics and science conducted by IEA – the International Association for the Evaluation of Educational Achievement. IEA is an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959. IEA pioneered international comparative assessments of educational achievement in the 1960s to gain a deeper understanding of the effects of policies across countries’ different systems of education. IEA’s TIMSS & PIRLS International Study Center is located in the Lynch School of Education at Boston College and has been responsible for directing TIMSS and TIMSS Advanced since 1995. TIMSS 2015 TIMSS is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995. TIMSS 2015 is the sixth assessment in the TIMSS series monitoring 20 years of trends in educational achievement, together with comprehensive data on students’ contexts for learning mathematics and science. In 2015, 57 countries and 7 benchmarking entities (regional jurisdictions of countries such as states or provinces) participated in TIMSS. In total, more than 580,000 students participated in TIMSS 2015.
    [Show full text]
  • Highlights from the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
    Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching he Third International Mathematics and Science Study (TIMSS) 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. Larger and more ambitious than the first, the 1999 Tstudy investigated eighth-grade science teaching as well as mathematics teaching, expanded the number of countries, and included more countries with relatively high achievement on TIMSS assessments in comparison to the United States. The results of the mathematics portion of the study are presented elsewhere (Hiebert et al. 2003). Discussion of the results from the 1995 Video Study can be found in Stigler et al. (1999) and Stigler and Hiebert (1999). This document highlights key findings from the science lessons and is based on the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study (Roth et al. 2006). Who Participated in the Study and How Were Lessons Selected? The TIMSS student assessments of mathematics and science were conducted in 1994-95, in 1998-99, and again in 2003. The countries participating in the science portion of the TIMSS 1999 Video Study included Australia, the Czech Republic, Japan, the Netherlands, and the United States. The countries were selected based on their performance in mathematics in 1995. At that time, the other four countries outperformed the United States (on average) in science as well as in mathematics. In 2003, U.S. students’ average score in science was not measurably different from the average score in Australia and the Netherlands, but remained significantly below the average score of Japanese students.
    [Show full text]
  • Brown, L., Hayter, J., & Janossy, Z. (2017). Long Conversations: Budapest/Bristol Mathematics Student Teacher Links. in M. S
    Brown, L. , Hayter, J., & Janossy, Z. (2017). Long conversations: Budapest/Bristol mathematics student teacher links. In M. Stein (Ed.), A life's time for mathematics education and problem solving: Festschrift on the occasion of Andras Ambrus' 75th birthday (pp. 22- 37). WTM-Verlag. http://www.wtm-verlag.de/stein-m-ed-a-lifes-time- for-mathematics-education-and-problem-solving/ Peer reviewed version Link to publication record in Explore Bristol Research PDF-document This is the author accepted manuscript (AAM). The final published version (version of record) is available online via WTM at http://www.wtm-verlag.de/. Please refer to any applicable terms of use of the publisher. University of Bristol - Explore Bristol Research General rights This document is made available in accordance with publisher policies. Please cite only the published version using the reference above. Full terms of use are available: http://www.bristol.ac.uk/red/research-policy/pure/user-guides/ebr-terms/ Long Conversations: Budapest/Bristol mathematics student teacher links Laurinda Brown, University of Bristol, School of Education John Hayter, Jánossy Zsolt [email protected] In 1990, Jánossy Zsolt came to the Bristol, UK from Budapest, Hungary to join the one-year post-graduate course at the University of Bristol that prepares people of a wide range of ages for mathematics teaching. John Hayter and Laurinda Brown were, at that time, tutors for the course. More particularly, Zsolt joined John Hayter’s study group and John became his personal tutor for the year. John and Laurinda taught in the university and visited the members of their study groups in schools when they were on school practice (2 different schools over the year).
    [Show full text]
  • The Relationship Between Opportunities to Learn Algebra and Students’ Algebra Achievement: a Comparative Study
    Opportunities to learn algebra 29 The Relationship between Opportunities to Learn Algebra and Students’ Algebra Achievement: A Comparative Study Rachel Angela Ayieko Duquesne University Abstract The article provides a report on the comparison of Opportunities to Learn algebra and eighth grade students’ algebra achievement in three countries: Botswana, Singapore and the United States. The study used student and teacher data from the Trends in International Mathematics and Science Study (2011 and 2015). By using a multilevel regression analysis, the study presents the models within the three countries of the relationships between Opportunities to Learn algebra and eighth-grade students’ algebra achievement of the recent TIMSS cycle. The findings indicate that the Opportunities to Learn algebra are context specific and align with the expectations of the curriculum guides from the governing bodies within the countries. Also, the study shows that students who learned particular algebra topics in the early grades had significantly higher algebra scores in the TIMSS 2015 assessment. In particular, students who had been taught properties of functions and simplifying and evaluating algebraic expressions before eighth grade in the United States had significantly higher scores. Also, Singaporean students who had been taught simple linear equations and inequalities and simultaneous equations had higher algebra scores. Implications for policy and research are discussed. Keywords Curriculum, algebra achievement, achievement, Trends in International Mathematics and Science Study (TIMSS). Introduction mathematics in middle school and is introduced The technological advancement in the 21st by some teachers in the early elementary school century will require greater numbers of more years (Blanton & Kaput, 2005; MacGregor & graduates with fluency in Science Technology Price, 2003).
    [Show full text]
  • HUNGARIAN HIGHER EDUCATION 2015 2 Introduction Hungarian Higher Education 2015 Dr
    b HUNGARIAN HIGHER EDUCATION 2015 Dear Reader, Hungarian Rectors’ Conference Studying in Hungary is a unique experience, both from an The Hungarian Rectors’ Conference (HRC) is a body to represent the whole Hungarian higher academic and a professional point of view. The students education institution system. Its members are the rectors of universities and colleges. The system who visit us develop their skills and knowledge and, at the of Hungarian higher education is very diverse as it comprises state, church, private and foundation same time, they have the opportunity to live in a count- higher education institutions which all are represented both in Hungary and abroad by HRC Introduction ry famous worldwide for its hospitality and its quality of as a public corporation. The conditions of operation of HRC are provided by higher education Introduction education. institutions. Hungary’s higher education centres are dynamic and mo- HRC is, by virtue of law, a public benefit organization with special legal status to perform also dern institutions, constantly adapting to the new challenges public duties set out in the Act on Higher Education in connection with its members and to the of the knowledge society and market needs, preparing its’ activities and duties of its members. students for employment in a wide variety of fields. The HRC is an independent public corporation entitled to represent higher education institutions and universities are firmly committed to the task of converting to protect their interests. HRC may deliver an opinion on any issue with relevance to the operation their campuses into poles of attraction for international of the higher education system and may make proposals for decision-makers or those in charge talent.
    [Show full text]