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• The role of self regulation and market mechanisms in tertiary education

  91-97

  Mónika Lőrincz

  Views:

  108

  The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.

• The role of networks and clusters in rural development

  57-62

  Péter Micskei

  Views:

  56

  The development of rural areas is a key role for the European Union and its member states as well. The rural development primarily achieved through the development of agriculture, because the main beneficiaries of the grant are the farmers. Hungary today is close to 1 million units in agriculture, but only 10% are competitive. Agriculture as an industry according to its economic characteristics needs closely managed decentralization, where the autonomy of the units remain, but there is a central governing body, which constitutes a proffesional manager function. This is a superorganization, which stay above agricultural units, called cluster.

• Analysis of the efficiency of higher education systems

  207-214

  Réka Tóth

  Views:

  74

  The aim of the higher education reform process both in Hungary and in the European countries is establishing a competitive, qualitative higher education. The Education Minister of our country regularly emphasizes in his statements that the quantitative changes of he past 15 years are completed, from now the emphasis must be on quality :„a degree in itself is not sufficient, the actual knowledge behind is necessary”. To achieve
  this aim, the government carried out several changes in the field of higher education in the past years, one of them was implementing a budget support system in accordance with the performance of the institutions. The objective of the three year long support agreement between the state and the higher education institutions is considering quality parameters and outputs beside and instead of normative (input-based) support. The other occurent and debated issue is the introduction of tuition fees. Although this plan was rejected by the national referendum on 9th March, 2008, some weeks ago an amendment bill was passed, which would mean bringing tuition fees back in the system.
  In my paper I am examining whether the efficiency of higher education systems are influenced by the extent of the contribution of the state and the private sector to their expenses. Furthermore I’d like to find the answer to the following question: Does it matter what principles and mechanisms play role by the distribution of the state support between the institutions of higher education.