Zsuzsanna Kovacs, Erika Torok



Dual System for Renewing Hungarian Higher Education

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Higher education, dual training model, education and industry, cooperation, standardization


The Kecskemet College dual training model in higher education is a system during which the students complete half of their practical training within their studies at a given company._x000D_
Kecskemet College with the process of forming the studies into a dual system type wishes to facilitate the transfer of knowledge fitting to the needs of the market, moreover, fulfils the expectations from society, education and industry. Up to now 40 partner companies take part in the training representing different industries, thus giving countless opportunities for our future engineers. Presently, 180 students are under contract with our partners. The popularity of the training led to the standardization of dual training on a national level. We would like to give an insight to the social, economic and educational background and the process of this training. During the process of standardization College and partner companies worked together. The objectives of the training and its indicators play an important role in creating the strategic target map of dual training. The target map covers the most important practical knowledge required from industrial partners, the methods of ensuring labor supply of each region, and to provide flexible, professional higher education training. Fitting the periods of practical training in the curriculum of our educational system also facilitated the cooperation between institution and industrial partners. The aim is to realize a 50% -50% academic educations and practical trainings every year through seven semesters. Thus by the end of the students’ studies companies gain well-qualified engineers, who are ready to respond to the demands of the labor market.

Cite this paper

Zsuzsanna Kovacs, Erika Torok. (2016) Dual System for Renewing Hungarian Higher Education. International Journal of Education and Learning Systems, 1, 81-85



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