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• Higher education autonomy debates, questions and answers from the perspective of public administration (science)

  27-48

  Zsuzsanna Dr. Árva

  Views:

  63

  Although university autonomy has always been at the centre of international and Hungarian academic research, in Hungary the issue of higher education autonomy has mostly been examined in the legal literature in connection with legislative changes. Starting from 2020, several Hungarian universities have also started to change their models, which also meant a change of maintenance. These changes generated sharp social, political and legal debates, one of the central issues of which was autonomy.

  However, higher education autonomy was not only a dominant issue in the Hungarian narrative, as the debates gained new momentum when the issue was placed in an international context at the end of 2022. The justification for the unique distinction of the Hungarian system has also raised many questions in the academic literature, especially in the light of the international concept of autonomy and in comparison, with other European examples, such as the Dutch. This paper questions the justification of this distinction by analysing the international concept of autonomy and examines the Hungarian legal processes from the perspective of the management of the maintenance of autonomy and compares them with the Dutch example.

• Enforcement of administrative organization principles in public education administration

  74-84.

  Vilmos Csongor László

  Views:

  126

  After 1990 public educational institutions were maintained and controlled by local governments. This period was the era of decentralization. I am going to examine it in a later parts of my thesis with regard to all of its advantages and disadvantages. After 2011 there was a kind of decentralization by legislation after which it had or could have had an operating role but education became state responsibilities. The state as former branch coordinator thereafter took the role of maintainer besides of its public power authority.

  There have been two crucial changes of two subsystems of administration since its formation in 1990 but mainly after 2010. These changes were partially structural, affecting state organization in several steps then those affecting central integration and the reregulation of local governments reflecting the change in the role of the state and the expansion of Neoweber state ideas and recentralisation.

  Some of these factors were generated by international effects but Hungarian principles also played a role as the hurried and faulty system of task completion was formed in local governments.

  This study analysing how partial conditions are reflected in education administration, how the administration branches followed general tendencies or somehow compared to general changes in public administration. I am also examining how successful it was to deal with these roles together and separate them at certain points.