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• Tourism Competencies Development – Contradictious Perceptions of Stakeholders

  126-141

  Anita Mondok

  Views:

  111

  Tourism and hospitality sector has an important role in the national economy as it has high  labour intensity, generates foreign currency income and improves the local economy by multiplier effect. Tourism labour market employs a wide range of employees from non-qualified to highqualified people. Tourism tertiary educators in Hungary continue their operation by national-level legislation, and accreditation and students who complete tourism courses (should) be capable of professional occupation. The post-Bologna system offered more opportunities in tourism and hospitality education; two distinguished courses were available on the educational market to educate hospitality or tourism experts. After 2006, by launching Bologna system, institutions are allowed to commence just one, Tourism and Catering bachelor programme. A questionnairebased survey was conducted among graduating bachelor students with tourism and catering major, tutors teaching tourism and catering students and actors of tourism market, who going to be the employers of tourism graduates. The main aim of the research was to explore the personal or organizational expectations of stakeholders for professional competence development as a result of tourism and catering bachelor-level education. The bust majority of students stated that their primary aim is to gain professional competencies in tourism and hospitality to be able to fulfil managerial positions or to continue their studies on master-level. Although generic competences as communication skills in foreign languages, social sensitivity, problem solving or creativity have salient influence on job performance, students did not believe that they would be
  essential. However, these factors were thought to be the most crucial by tutors and tourism service providers despite the fact that generic skill development is not in focus in tourism and catering bachelor-level education in Hungary. Not just the educational institutions but tourism companies providing work placement for students were considered to be an appropriate basis for competencies development that raised the question of monitoring and assessment. The findings can be profitable for all stakeholder group or policy decision makers in bachelor-level curriculum development. 

• Foreign language competencies and the job market: Employers' expectations and the (self-)assessment of language teaching and learning by students of the College of Szolnok

  51-60

  Adrienn Makainé Patay

  Stefan Mommertz

  Views:

  139

  Two of the most important objectives of the project "Improving foreign language training programmes at the College of Szolnok" are increasing the chances of newly graduated students on the job market through improved language teaching methods and achieving a better fulfilment of human resources needs of the multicultural job market brought about by national and international companies operating in the region. This study contrasts the results of research
  carried out among employers with regards to their foreign language expectations for graduates with surveys done among students of the College of Szolnok. In these surveys students evaluated their own foreign language knowledge as well as the standard of language teaching at the college and gave an insight into their experiences as far as language learning and their use of foreign languages are concerned.

• Student Competencies and Pedagogical Added Value in Jász-Nagykun- Szolnok County

  288-301

  András Morauszki

  Views:

  128

  Based on the 2014 National Competence Assessment data the study analyses the mathematical and reading competences of students in Jász-Nagykun-Szolnok County in comparison to other counties. In general the students in Jász-Nagykun-Szolnok County achieved lower results than the students in other counties. The proportion of schools with a higher proportion of Roma students is relatively high in the county. However, the competence assessment results are explained by the social status of the students’ families in first place. The pedagogical added-value compares the competence assessment results to the social background of the students. However, the schools of the county lag behind other counties in this aspect as well. In the county the four- and eight yearsecondary schools and vocational high schools show a positive added value, other types of schools achieve lower results than expected.

• MIÉRT ELŐNYÖS A DUÁLIS KÉPZÉS A RÉSZTVEVŐK SZÁMÁRA?

  Katalin Toth

  Views:

  336

  In 2015, dual training was introduced in Hungary in an institutionalised form.  Dual training is a response to the needs of the labour market and has become increasingly popular since its introduction. The training is complex and multi-actor, so it is a major challenge to run it efficiently. The social and economic processes that have been set in motion by the introduction of dual training are already visible.

  This article aims to present the history, characteristics, advantages and difficulties of dual training, drawing on the literature on the subject.

• Innovati on is a Key Factor in the Development of the Countryside

  102-109

  Boda Tímea

  Views:

  60

  One of the determining factors of the countryside’s competi ti veness are innovati ve enterprises. Through their development programmes they boost the use of the countryside’s own resources and reprogram the knowledge bases, which open new spaces for development by building on countryside traditi ons. The innovator is a key factor in this process. The innovator is capable of realising the need for change, is capable of renewal and holds the competencies that determine the success of his enterprise and thereby the competi ti veness of his environment and that of the countryside.