DIGITAL EDUCATION STRATEGY OF HUNGARY

Transcription

1 DIGITAL EDUCATION STRATEGY OF HUNGARY

2 Annex t the Gvernment s Prpsal Budapest, 30 June

3 TABLE OF CONTENTS Table f Cntents... 3 Greeting... 5 Executive Summary Intrductin Mtive and Mandate Significance f the Area The Prcess f Strategic Planning Backgrund and Related Dcuments Designatin f the Strategic Pillars Public Educatin Situatin Analysis The imprtance f digital cmpetences Infrastructure The digital preparedness f teachers Develpment f digital cntent Visin Strategic Gals The pedaggical methdlgy f learning-teaching Infrastructure Supprt services Set f tls The significance f measuring digital cmpetence Presentatin f the tls Lgical Framewrk Matrix Financing Vcatinal Educatin and Training Situatin Analysis Key trends SWOT analysis Visin Strategic Gals Set f tls Set f utput requirements that supprts digital cmpetence develpment Trade-specific learning materials that supprt digital cmpetence develpment Develpment f the digital methdlgical practice f teachers and vcatinal instructrs Digital infrastructure develpment in specialised classrms and wrkshps Develping the management s cmmitment twards supprting digital educatin Lgical Framewrk Matrix Financing Higher Educatin Situatin Analysis

4 4.1.1 The general state f higher educatin The digital situatin Visin Strategic Gals Set f tls Cmprehensive regulatry interventins Creatin f an e-learning platfrm Prpsed regulatin at institutinal level Develpment tls Lgical Framewrk Matrix Financing Adult learning Situatin Analysis Definitin f adult learning Main findings f the situatin analysis Visin Strategic Gals Set f tls Reducing the digital divide Develpment f digital cmpetences Expansin f the scpe f vcatinal IT training Supprtive envirnment and crdinatin f digital learning Cntent develpment and sharing Digital learning and ICT use Measurement-assessment and reprting system Lgical Framewrk Matrix Financing Hrizntal pillars Mnitring the learning path Situatin Analysis Strategic Gals Set f tls Accessibility fr persns with disabilities in educatin and training Situatin Analysis Strategic Gals Set f tls Security Situatin Analysis Strategic Gals Set f tls

5 GREETING Tday digitalisatin is ne f the key driving frces f cmpetitiveness, grwth and welfare, therefre, the Hungarian Gvernment is cmmitted t digital develpments. During the Natinal Cnsultatin (InternetKn) f 2015 n the internet and digital develpments initiated by the Gvernment, the citizens expressed their clear and unanimus will cncerning the future f Hungarian internet: the web shuld be available and affrdable t everyne, shuld prvide assistance t educatin and yuths, and shuld nt pse a threat t ur children s safety. The Gvernment has prepared the Digital Success Prgramme (DSP) aimed at the digital develpment f the Hungarian sciety and the Hungarian natinal ecnmy based n the results f the InternetKn survey. The Prgramme, including the Hungarian Digital Educatin Strategy (DES), was brught t life based n the recgnitin that digital transfrmatin is nt a matter f chice: it is an inevitable phenmenn that everyne must prepare fr, because 20th century knwledge will nt allw anyne t be cmpetitive in the 21st century. Digital tls and appraches shuld be intrduced in the classrms as they are getting deeply integrated int ur everyday lives frm day t day. The immediate and radical digitalisatin f the educatinal system is indispensable als in respect f the cmpetitiveness and labur market chances f the upcming generatin: the functins Hungarian yuths will be able t fulfil n the labur markets f Eurpe as well as the rle the Hungarian natinal ecnmy will play in internatinal cmpetitin are being decided right nw. Obviusly, the best way t prepare is thrugh cnscius participatin in educatin and lifelng learning. Therefre, since in the 21st century it is impssible t teach and learn with the methds used in the past century, ne f the pririty areas f the DSP is the drawing up f the Digital Educatin Strategy f Hungary. T achieve this, hwever, it is essential t change the attitude f ur scial mindset, because nly in this way can educatin becme part f ur natinal pride. Educatin shuld make teachers, parents and children prud t be part f it. At the same time, it is imprtant that educatin shuld prvide ready-t-use knwledge: a real link t tday s everyday life. I am thus cnvinced that the schl f the future is a digital ne where all students and teachers cnnect t a digital netwrk using digital devices (either their wn r thse f the schl); digitally prepared teachers use digital methdlgies and digital teaching materials; educatin administratin and the further training f teachers als take place n a digital basis. It is similarly essential that digital educatin shuld nt be a mere versin f traditinal teaching that is supprted with digital tls. We shuld create an pen educatinal envirnment which is based n new appraches, methdlgies and requirements and which reacts t the challenges f the digital age. There prved t be brad prfessinal cnsensus at the cnsultatins rganised during the preparatin f the DES. Almst all f the pinins expressed at the cnsultatins held with the varius rganisatins, specialist departments, backgrund institutins and prfessinals supprted 5

6 the visins and gals we had set. It has becme clear that tday the digitalisatin f educatin is a need nt nly n the part f sciety and the labur market, but als thse in charge f plicymaking, educatin management and gvernment tasks clearly recgnised the ptential in the digitalisatin f the varius sub-systems f educatin. Obviusly, the develpment f digital cmpetences must be started in public educatin and shuld never be stpped: in fact, it is digital knwledge where lifelng learning has a real meaning, since digitalisatin is nt nly the subject but perhaps the mst efficient platfrm f learning. If the gals set ut in the DES are achieved, by 2018 the digital transfrmatin f the educatin system will have started and brught tangible results regarding the infrastructure, the availability f devices, digital teaching materials, the digital cmpetences f teachers/instructrs, and schl administratin; all teachers and instructrs will have an pprtunity t (further) develp their digital cmpetences s as t be able t use digital teaching tls and techniques in the subjects they teach in class; all Hungarian citizens will have an pprtunity t take part in basic digital training fr free at the place where they live (r n mre than 30 kilmetres frm there); the wners and/r executive fficers f all Hungarian small and medium-sized enterprises will have an pprtunity t take part in free digital training. As a result f the abve, by 2018 ur cuntry will have achieved and by 2020 will have exceeded the EU average in digital literacy and usage, Internet penetratin, the digital cmpetences f teachers and the level f digitalisatin f educatin. I knw these are extremely ambitius bjectives, but I am cnvinced that it is high time we tk actin: digital transfrmatin is appraching at such a speed that we must grab all pprtunities t prepare Hungarian citizens, therwise we will lag decades behind. Given its cmprehensive nature, the Digital Success Prgramme is a crdinated gvernmental prgramme affecting the digital ecsystem as a whle, which shws that the Gvernment n lnger regards digital develpments as a mere area f its develpment plicy: the new apprach puts peple's welfare in the fcus f digital transfrmatin. All participants f the digital ecsystem must take a rle in ensuring that emplyees and businesses all benefit frm digital transfrmatin and that digitalisatin will nt increase but reduce scial differences. In this sense, the Digital Success Prgramme means that the Hungarian Gvernment will help everyne t take a step frward and prepare fr the challenges f the digital age. The DES is a key tl fr achieving this gal as it can imprve the cmpetitiveness, labur market chances and living standards f the frthcming generatins. dr. Tamás Deutsch Cmmissiner f the Hungarian Prime Minister Digital Success Prgramme 6

7 EXECUTIVE SUMMARY 1. The Prgramme, including the Hungarian Digital Educatin Strategy, was brught t life based n the recgnitin that digital transfrmatin is nt a matter f chice: it is an inevitable phenmenn that everyne must prepare fr, because 20th century knwledge will nt allw anyne t be cmpetitive in the 21st century. 2. It is similarly essential that digital educatin shuld nt be a mere versin f traditinal teaching that is supprted with digital tls. We shuld create an pen educatinal envirnment which is based n new appraches, methdlgies and requirements and which reacts t the challenges f the digital age. 3. The DES will fundamentally change the peratin f educatin and training in Hungary. Once the strategy is implemented, the develpment f digital cmpetences will nt nly imprve the emplyability, living standard and scial welfare f wrkers, but it will als have a psitive impact n all factrs f the digital ecsystem: due t the higher rate f usage, it will increase the utilisatin f digital infrastructure and thus the rate f return f these develpments, which will make further develpments pssible; it will bst demand fr the prducts and services f the digital ecnmy, thus generating further develpments; it will exert demand pressure n e administratin develpments, which will imprve the available range and quality f services; it will imprve the digital cmpetences f emplyees wrking in public administratin and the public sectr, which will cntribute t further imprvements in the quality f services. 4. The preparatin f the strategy was immediately preceded by Gvernment Decisin N 2012/2015 f 29 December 2015 n the Digital Success Prgramme (DSP), Sectin 3(a) f which called n the Prime Ministerial Cmmissiner respnsible fr the crdinatin and implementatin f DSP-related gvernmental tasks t draw up the Digital Educatin Strategy f Hungary (DES) based n the necessary interdepartmental cnsultatins. The mst imprtant gal f the strategy was t create the pssibility f the effective disseminatin f digital literacy in harmny with the sectral strategies and prfessinal bjectives at all levels f the educatin system, thus cntributing t increasing Hungary s cmpetitiveness. 5. In line with the strategic mandate, the DES cvers the entire Hungarian system f educatin and training. The areas f interventin/pillars include public educatin, vcatinal training, tertiary educatin, adult learning, and a number f pririty hrizntal aspects. The individual pillars were analysed in an integrated structure, taking accunt f the key factrs that determine the prcesses: physical infrastructure, access, intranets; the availability f equipment in educatin institutins; the digital preparedness and attitudes f teachers; 7

8 the methdlgy applied (teacher training and further educatin as well as institutin develpments); cntent (review f the Natinal Cre Curriculum and framewrk curricula, digital cntent develpment); educatin management (administratin and quality management, primary infrmatin system, student measurement-assessment, management infrmatin system). 6. The situatin analysis carried ut by pillar and validated in the framewrk f brad prfessinal cnsultatins fund that in the case f public educatin the develpment f digital literacy is nt an adequately integrated part f the knwledge t be transferred in schls: a significant number f students leave public educatin as digital illiterates; teachers rarely use ICT tls and mdern technlgy t supprt the teaching and learning prcess; the rate f usage f available tls is lw; in ther cases teachers refuse t use thse technlgies in the classrm because f utdated equipment r the lack f tls; in Hungary, less than 20% f all teachers use ICT tls in mre than 25% f their classes; teachers d nt feel cmpetent in the use f subject-specific ICT tls either; althugh the transfer f digital cmpetences appears in the Natinal Cre Curriculum as an utput target, in rder t meet the abstract requirements set ut as hrizntal expectatins, teachers cannt rely n cnsistent guidelines, teaching materials, instructins r, in particular, n unifrm and reliably wrking infrastructure; the huge difference in available equipment and the use f nn-unifrm methdlgies and cntents make the transfer f digital cmpetences practically impssible; furthermre, this is an bstacle t acquiring ther skills and makes ICT supprted learning as well as ther pedaggical tasks (Special Needs Educatin (SNE), talent develpment, remedial educatin, etc.) difficult t perfrm; there is n measurement-assessment framewrk applied in the practice f public educatin institutins which culd measure the current digital cmpetences f pupils, teachers, specialised teachers and practical instructrs r which culd designate (and subsequently re-measure) individual develpment paths; nt nly des the insufficient supply f ICT tls and service envirnment make the transfer f up-t-date IT knwledge difficult, but it als hinders the perfrmance f the institutins in several areas wing t the fact that it des nt prepare fr the real circumstances f the labur market; it des nt engage the attentin f students; 8

9 it des nt enable feedback pprtunities embedded in the learning prcess (electrnic measurement-assessment, management infrmatin systems); it is unable t fllw scientific achievements n an up-t-date basis; it impses a manual administrative burden n teachers and the administrative staff. As regards vcatinal training, the situatin analysis fund that the weaknesses and threats revealed in the case f the public educatin pillar are even mre present in vcatinal training; the rati f digital illiterates is higher amng students learning in vcatinal training institutins than amng secndary grammar schl students; infrmatin technlgy is taught t secndary grammar schl students in 180 lessns, t students studying fr a secndary schl leaving certificate in secndary vcatinal schls in 144 lessns, and t vcatinal training schl students studying fr a vcatinal qualificatin in 108 lessns as part f the cmpulsry curriculum, hwever, this classrm time is nt enugh t meet the requirements f the NCC cncerning cmpetence develpment, and nr is it sufficient fr fulfilling the requirements f the framewrk curricula; mst schls d nt have the necessary cnditins fr presenting the latest technlgies in their relevant vcatinal areas; theretical and practical teachers f specialised subjects d nt have sufficient digital cmpetences r pedaggical-methdlgical knwledge t place the teaching-learning prcess int a digital envirnment; the available set f tls have never been suitable fr serving the purpses f digital pedaggy, in fact, it is increasingly bslete; vcatinal training is therefre unable t guarantee the transfer f necessary digital cmpetences t students; with the exceptin f sme trades (mainly related t the autmtive industry), the expectatins f the labur market are nt reflected in the system f utput requirements and framewrk curricula. Accrding t the situatin analysis cncerning higher educatin in certain areas f higher educatin the basic ICT infrastructure is utstanding and meets glbal standards, hwever, in ther areas it is belw the EU average; the backbne netwrk infrastructure (HBONE+ system) is excellent; nearly 100% f the students wh enter higher educatin have apprpriate digital wrk equipment (laptp, smartphne, PC), but institutins have nt develped facilities with which these tls culd be integrated int the teaching prcess; the replacement f IT infrastructure, especially the hardware, and the purchase f legal sftware are critical areas, particularly due t the prhibitin f centralised prcurement and the lss f the vcatinal training cntributin; 9

10 ther deficiencies include the prcurement f tls and sftware that are required in small quantities fr special educatin and research tasks (e.g. in labratries r practical training sessins); in mst cases digital supprt is very lw during the curses; the digital availability f curse descriptins, requirements, cntents, library aids and tests f the individual faculties within the institutins is varied in terms f quantity and quality; the use f digital textbk libraries and electrnic learning materials is nt typical: 13% f the students use the digital textbk library n a regular basis; the curse descriptins f study prgrammes available in Hungary hardly cntain wrk frms that differ frm the traditinal methds (lectures, seminars, practices); the mst frequent bstacle t mdernisatin in these specialised curses is the institutin-level regulatin f educatinal wrk, which acknwledges nly the mst traditinal activities which are based n persnal presence as paid wrking time; the HAC (Hungarian Accreditatin Cmmittee) prgramme accreditatin prcedure des nt supprt the natinal and institutinal accreditatin (and thus independent student wrk in freign languages) f natinal and internatinal nline prgrammes (nline curses available t masses); the cntradictry and critical situatin f language teaching in higher educatin requires special attentin, n prgress can be expected withut nline learning; a majr hindrance t the spread f digital culture in higher educatin is that digital educatin is develping slwly and spradically; nly few instructrs have the training develpment cmpetences required fr implementing their wn curses in an electrnic learning envirnment; in 2016 n Hungarian state-run higher educatin institutin had an internal further educatin scheme (invlving all teachers and instructrs); n the ther hand, higher educatin is the leader in the area f electrnic public services, as these services cver the entire target grup. Fr the purpses f the Digital Educatin Strategy f Hungary, adult learning is part f the lifelng learning prcess and includes all frmal, infrmal and nn-frmal learning activities, whether general r specialised, that adults take part in t acquire knwledge in additin t what they have learnt during their riginal studies. In this apprach, the fcus f the adult learning pillar f DES extends beynd the activities defined in the adult learning act. Based n the situatin analysis f this pillar: millins f ur cmpatrits d nt even have the basic digital cmpetences necessary fr everyday life; relatively few adults reach higher levels f digital literacy; few apply fr and successfully cmplete ICT vcatinal training curses; in the area f adult learning the utilisatin f ICT and digital learning ptential is rather lw; 10

11 few take part in adult learning in general; thse mst in need f digital cmpetence develpment d nt have the necessary tls r internet access at hme; adults lack mtivatin fr learning; small and medium-sized enterprises d nt find it imprtant t develp their emplyees cmpetences; adults lack the digital cmpetences that wuld enable them t jin digital learning; it is difficult t find ne's way, particularly amng IT training curses; there is n clear and unifrm definitin f digital cmpetences; the supply f and access t IT training are nt adequate; the miscnceptins and bad experience develped in cnnectin with digital learning hinder its disseminatin; the participants f adult learning d nt make use f the ptential in ICT; there is n supprtive r mtivating envirnment fr digital learning; the regulatry limits and the related financing techniques withhld trainers frm using digital learning frms; there is n unifrm set f definitins that is accepted and used by all participants; there are n regularly updated and pen teaching aids available in the required quantity; it is difficult t navigate thrugh and search available digital curricula; there is a limited availability f data fr strategic planning cncerning adult learning. Main findings f the situatin analysis f hrizntal pillars: Mnitring the learning path: in the 2000s the establishment f databases in educatin began als in Hungary, hwever, they are typically independent f ne anther; the cnnectin f databases and systems has nly been an idea s far, therefre, the implemented develpments have been f a spradic nature; there is much redundancy and inaccuracy amng the systems with parallel data prvisin; the dmestic educatinal databases cllect a large amunt f data in relatin t the life events f students' life paths, but the rate f utilisatin f such massive database is rather lw; due t the current legislative framewrks and privacy restrictins the cnnectin f systems at persnal level is nt pssible. Accessibility fr persns with disabilities t educatin and training: 11

12 at the varius levels f public educatin and training sme 4-5% f the students are disabled and their disabilities cause r may cause learning difficulties; in the case f digital educatin and digital learning equal pprtunities can be prvided by means f digital accessibility; Digital accessibility affects tw main areas: the accessibility and perability f physical, i.e. hardware elements and the perability f digital services and sftware; in mst cuntries f the wrld the web accessibility standard W3C WCAG 2.0 is regarded as the basis f legal regulatin; in general, dmestic tenders expect the lwest, i.e. A level accessibility, but they mre and mre ften require ne level higher, i.e. AA (tw As) level. Security: a negligible number f schl-age children are aware f security issues; there is n training r recmmendatin available n security-cnscius behaviur specifically designed fr the participants f educatin institutins; in the institutins, there are n persns in charge r a centrally accessible help desk which culd be cntacted and culd prvide assistance in case f an incident, security vilatin r cyberbullying; the institutins d nt have an infrmatin security strategy r a plicy related t infrmatin security, whether n an institutinal r maintainer level. 7. Based n the situatin analysis, we defined the desirable visin fr each pillar and set the general and specific targets and the key directins f develpment. 8. In the case f public educatin, the visin is a high-quality and equitable public educatin system that prepares yung peple wh are able t adapt t the Eurpean and glbal scial and ecnmic envirnment fr successful participatin n the labur market, in higher educatin, and in lifelng learning. The verall strategic gal is t ensure that public educatin can prvide pprtunities fr acquiring the digital cmpetences required by sciety and the labur market with special regard t the requirements f vcatinal educatin and training, higher educatin and lifelng learning as well as t the aspects f effectiveness, equity, and efficiency. We brke dwn the verall strategic gal t further develpment bjectives: the ICT knwledge, methdlgical culture, mtivatin and use f educatinal staff shuld meet the requirements f digital educatin; the supply f digital cntent, methdlgical supprt and knwledge sharing shuld make it pssible t integrate the use f ICT tls in the prcess f teaching-learning and assessment in all subjects; the Internet and equipment supply f classrms and places where public educatin tasks are perfrmed shuld meet the requirements f digital educatin; 12

13 the equipment prvided t students shuld meet the hrizntal requirements (IT security, equal pprtunities); the decisin supprt, administrative, cmmunicatin, data supply and rganisatin ptins ffered by digital technlgies shuld be available t all public educatin institutins; an implementatin framewrk shuld be set up fr the DES; 9. The visin fr vcatinal educatin and training is that teachers and vcatinal instructrs use digital systems that supprt learning at the level f cmpetence in teaching general and vcatinal theretical subjects as well as during practical training, relying n the students' wn IT tls; students have access t a sufficient amunt f high-quality digital learning materials which are validated with the invlvement f labur market participants; the fcus f the pedaggical prcess is the supprt f students' individual learning paths, which cntributes t reducing the number f early schl-leavers. The verall strategic gal is t ensure that students cmpleting vcatinal educatin and training acquire general and vcatinal digital cmpetences required by the labur market and necessary fr cntinuing educatin. Specific bjectives: t increase the cmmitment f institutin heads twards digital educatin and digital educatin administratin; t develp the digital cmpetences f teachers and vcatinal instructrs in line with the technical and trade-specific requirements f the 21st century; t imprve the infrastructure necessary fr digital educatin in vcatinal training institutins; t ensure the availability f digital vcatinal cntent in respect f all trades. 10. Accrding t the visin cncerning higher educatin, in line with the strategic dcument titled Upgrading in higher educatin", there will be a standardised nline digital envirnment in Hungarian higher educatin that will ffer persnalised learning pprtunities tailred t age, interest, and the individual s life situatin. There will be an nline learning platfrm, a learning cmmunity where the members f the cmmunity are given supprt in their lifelng learning and develpment. It is this nline platfrm where higher educatin institutins will present and upgrade their training ffers, flexibly respnding t the training needs f emplyers, students and sciety. The verall strategic gal that cvers the individual students as well as higher educatin as a whle is t enable the digital preparedness, use f tls and digital wrk experience f higher educatin graduates t reach the internatinal standards. T this end, there are three main areas where a breakthrugh is required cmpared t the current situatin: a change in the present methdlgy f and apprach t teaching-learning, a paradigm shift in higher educatin; prmting the implementatin f student-riented learning in institutins and encuraging them t make full use f the ICT ptential in educatin and learning; 13

14 develpment f a learning platfrm and university life supprted with digital tls that help bth students and teachers and, in additin, the building f a digital learning cmmunity; develpment, maintenance and efficiency imprvement f the infrastructure necessary fr the paradigm shift. 11. The visin fr adult learning is t make every Hungarian citizen a member f the digital cmmunity; t significantly reduce the digital divide and the number f thse wh have n digital cmpetences r wh d nt r rarely use such cmpetences, while enabling peple t first reach and later exceed the EU average in terms f their general digital cmpetences. The verall strategic gal: t enhance the cmpetitiveness f the labur frce, the active scial participatin f citizens and scial inclusin by increasing sciety s digital literacy level and the participatin f adults in digital learning. The specific bjectives are as fllws: t ensure the develpment f digital cmpetences thrughut the entire adult life path where necessary; t increase successful participatin in vcatinal IT training; t create a supprtive envirnment fr adult-age digital learning and ensure the crdinatin f digital transfrmatin; t ensure the cntinuus increase in vlume and updating f as well as easy access t highquality digital cntents and pen educatinal aids in respnse t the relevant needs; t facilitate the applicatin f digital learning and ICT use in practice and its widespread disseminatin in adult learning; t establish a systematically built and efficiently perating measurement-assessment and reprting system that can serve as the basis f plicy decisins. 12. The set f targets f the hrizntal pillars include the fllwing strategic elements: the strategic gal in mnitring the learning path is t create a mre cmpetitive educatin thrugh the utilisatin f the sectr s digital asset and t imprve the effectiveness, equity and efficiency indicatrs at all levels f educatin; regarding accessibility fr persns with disabilities t educatin and training, equal pprtunities and the pssibility f equal access must be guaranteed at all levels f public educatin and training; as fr security, the strategic gal is that students, parents and relatives shuld all be aware f the safe use f the digital platfrm, and they shuld recgnise and learn t manage the risks that may arise during the use f the digital wrld; 13. After defining the strategic visin and the set f gals, the main interventin areas (grups f tls) as well as the specific grups f tls and actins were identified with the invlvement f varius prfessinal rganisatins as well as civilian, educatinal and administrative experts. In the case f public educatin these are the fllwing: Establishing a set f utput requirements that supprts digital cmpetence develpment 14

15 Identificatin f digital cmpetence requirements in a prgressive system, in the frm f a framewrk f reference fr teachers/trainers/vcatinal instructrs and students. Identificatin f cmpulsry digital cmpetences students are expected t acquire in the curse f their prgress in rder t mve frm ne level f educatin t the next. Adding the measurement f digital literacy t the Natinal Assessment f Cmpetences. Cmpulsry intrductin f electrnic examinatin in the written part f the secndary schl leaving exam. Review and updating f the Natinal Cre Curriculum (NCC) and the framewrk curricula t supprt digital cmpetence develpment. Adding an element supprting digital cmpetence develpment t the interfaces f framewrk curricula in respect f each element f the utput requirements. The use f students digital key cmpetences shuld be included in the framewrk curricula f nn-it subjects as a cmpulsry element. The learning tasks f students shuld include infrmatin search and prcessing, the use f ICT-supprted slutins f cllabratin, and the develpment f media awareness. The practical use f ICT shuld be integrated int the learning f science subjects thrugh measurement, data prcessing, and evaluatin n the basis f digital sensrs and display in reality (e.g. via 3D printing). Framewrk curricula cncerning IT disciplines must be reviewed every tw years. The infrmatin technlgy subject must be re-defined in curriculum develpment; amng utput requirements IT cmpetences must be reviewed and extended. Creating learning materials and envirnments that supprt digital cmpetence develpment Cmpulsry teaching f typewriting in ne f the lwer primary schl years, prviding infrastructure which is necessary fr teaching and which suits the age cncerned. Age-specific e-learning materials shuld be made available t students, tailred t their needs, pssibly in several alternative versins. Prmtin f the sharing f digital lessn plans and cntents develped by teachers. Adptin f existing internatinal gd practices cncerning digital cntent and prmtin f participatin in nline teacher cmmunities. Use f internatinally apprved standards cncerning teaching materials, tests and utput requirements in cntent develpment as well as in cnnectin with players. Intrductin f digital measurement-assessment systems and the general use f electrnic knwledge tests, which make it pssible t supprt frmative assessment. A central task bank which is able t supprt the measurement-assessment functins in respect f public educatin as a whle. 15

16 Digital devices shuld be cmpulsry elements f classrm furniture, bth fr general and specialised subjects. Teachers shuld be prvided methdlgical supprt in their preparatin fr and hlding f lessns based n digital teaching. The emplyment f ICT pedaggical assistants can guarantee the implementatin f the pedaggical gals set ut in the DES and the supprt f teachers wrk. The system administratin service prvided at public educatin institutins guarantees the high level f availability f tls and their applicability fr pedaggical purpses. Transfrmatin f schl libraries in an effrt t develp infrmatin and media literacy, learning techniques, independent learning, and infrmatin prcessing. T safeguard children s mental and physical health t the fullest pssible extent, special emphasis must be laid n the establishment and maintenance f real human relatinships and n cunterbalancing the lack f physical activity arising frm the use f digital tls. Develping the ICT-based pedaggical-methdlgical practice f teachers The cmpulsry level f digital cmpetence expected f teachers fr their advancement n the pedaggical life path shuld be determined. It shuld be cmpulsry t integrate special digital pedaggical methdlgy training int general subject teacher training, and the utput requirements f teacher training must include the use f digital pedaggy as a mandatry element. Regular further training n digital key cmpetences and digital pedaggical methdlgy shuld be cmpulsry and free. It shuld be cmpulsry t explit the ptential f digitalisatin in the develpment and accreditatin f the further training f nn-ict-specific teachers. Ensuring the exchange f experience at internatinal and natinal levels cncerning the disseminatin f existing teaching practices. The basics f teaching prgramming shuld be added t the utput requirements f mathematics and science teachers. The criteria f assessment cncerning digital cmpetences shuld be strengthened in the teacher evaluatin system. Develpment f the management cmpetences f institutin heads with a view t intrducing and ensuring the sustainability f ICT-based educatin. Integratin f internet awareness and security-cnscius behaviur in the public educatin system thrugh the further educatin f teachers. Early childhd IT educatin must be integrated int kindergarten educatin. Develping digital infrastructure 16

17 In public educatin institutins with less than 500 students, a bandwidth f at least 100 Mbps must be made available, while the minimum bandwidth shuld be 1 Gbps in institutins teaching mre than 500 students. The Gb/s lcal netwrk shuld be implemented t prvide fr internet access in classrms. The required bandwidth must be prvided t students by means f manageable WiFi cverage in all classrms and the schl library. Internet access shuld be made available via a WiFi netwrk in a cmmunity space f each kindergarten building. A structured, prtected netwrk and brder prtectin tls shuld be integrated int the system alng with up-t-date anti-virus prtectin, spam filtering, cntent filtering and prtected web interface. Equipment f 50% f the classrms with interactive display devices. Prviding classrm management services fr the management f cmputers and mbile devices in the classrm (screen share, disabling internet access, user management). Equipment f 40% f specialised classrms with interactive display devices suitable fr 3D display and the necessary glasses. At least ne 3D printer per every 500 students in primary and secndary schls. In additin t the abve devices, a prgrammable rbt must be available fr every 3 students in the cmputer classrm. There shuld be digital data lggers 1 and sensrs in science classrms in rder t supprt scientific experiments. Each institutin shuld have a multimedia labratry in the library r resurce centre (digital camera, VR display, wrkstatin and peripherals suitable fr multimedia editing). In every schl district it is necessary t equip ne demnstratin labratry, which can be visited by the schls f that district, and which is suitable fr demnstrating all scientific experiments required fr the secndary schl-leaving exams in a digitally supprted frm, als as remte experiments. All teachers must have a laptp they can use in rder t prepare fr and hld digital lessns (cntrlling interactive displays) as well as fr digital educatin administratin. As fr student devices, it is a requirement that students shuld bring their wn devices (BYOD) t class and use them in the teaching prcess. The schl shuld prvide the necessary devices t students wh d nt have their wn. A prgramme must be wrked ut t supprt the purchase f wn devices in the apprpriate quality and t make sure they are suitable fr cperatin. 1 Measurement data recrder. 17

18 In public educatin institutins teachers shuld have a pssibility t hld classes ther than infrmatin technlgy in an IT classrm. In the institutin, a set f IT devices shuld be made available t teachers (tablet, laptp r hybrid device) which all r sme students can use during a part f the lessn in the classrm r utside the classrm in an area designated fr this specific purpse. Surces f funding must be made available t cver the csts arising frm the depreciatin and replacement f tls with a view t maintaining and upgrading the ICT infrastructure at a unifrm standard. Establishing digital centre supprt services A digital methdlgical centre shuld be set up fr the purpses f crdinating the innvatin, methdlgical develpment, mnitring, cmmunicatin, strategic and supprting tasks relating t the implementatin f the Digital Educatin Strategy f Hungary as well as fr supprting and mnitring the digital pedaggical renewal f the areas f public educatin and vcatinal educatin and training. The centre will be respnsible fr elabrating the framewrk f reference and measurement-assessment tls f digital cmpetence requirements cncerning students, teachers, institutin heads and all types f educatin institutins and t launch pilt prgrammes which will use functinal effectiveness assessments t serve as a basis fr develpments t be implemented within the framewrk f the Strategy. Further develpment and functinal expansin f the Natinal Public Educatin Prtal (NPEP) thrugh mre extensive pprtunities fr knwledge sharing amng teachers and a wider range f cntent; ensuring the availability f the Natinal Public Educatin Prtal fr vcatinal educatin and training as well as fr public educatin and higher educatin institutins engaged in Hungarian language teaching abrad, students, and Hungarians living abrad. In the curse f further develpments, it wuld be necessary t establish a searchable system that is interperable with the cntent libraries f public cllectins as well as the archives f the Media Services and Supprt Trust Fund (MTVA) and t keep the cntent and functin f the Natinal Public Educatin Prtal up-t-date and ensure its cntinuus develpment. A knwledge sharing site shuld be made available t teachers where they can cnsult a cllectin f pedaggical gd practices and which gives them an pprtunity fr independent learning and self-evaluatin and fr sharing cntent and cperating with ther teachers. A system shuld be defined which enables the Public Educatin Measurement Evaluatin Department f the Educatin Authrity t measure and assess the cmpetence develpment capacities f public educatin institutins thrugh the crdinatin f the digital methdlgical centre, with the invlvement f experts participating in the develpment f the IKER (Integrated Micr-Regin E-Administrative) system. 18

19 The label system f Digital Schl shuld be develped in rder t prvide infrmatin n the digital cmpliance level f public educatin institutins, including the availability f internet access and ICT tls, the digital readiness and digital teaching practices f teachers as well as the digital extra-curricular activities they ffer, etc. This shuld be linked t the DigCmpOrg framewrk t ensure internatinal cmparability. It is an equally imprtant task t ensure the supply f infrmatin fr educatin administratin purpses as well as t parents via the use f the electrnic class registers. Digital educatin administratin slutins shuld guarantee the ability t fulfil the data disclsure bligatin f the teachers and institutins and access t infrmatin that is required fr the perfrmance f their activities. 14. As regards vcatinal educatin and training (VET), the strategy fcuses n the fllwing grups f tls: Establishing a set f VET utput requirements that supprts digital cmpetence develpment Launching sectr-specific pilt prgrammes t identify general and prfessinal digital cmpetences required by the labur market. Review and further develpment f vcatinal and examinatin requirements, vcatinal requirement mdules and VET framewrk curricula with the aim f supprting digital cmpetences. The regulatry dcuments shuld highlight the industry-specific IT requirements in the case f all types f vcatinal training (e.g. Digital design prgrams, drawing prgrams, use f planning and budgeting prgrams, digital management skills, etc.). Adding an element supprting digital cmpetence develpment t the interfaces f framewrk curricula in respect f each element f the utput requirements. Methdlgies based n students digital key cmpetences shuld be included in the framewrk curricula f nn-it subjects as a cmpulsry element. Presenting digital cmpetences as a criterin f prfessinal advancement in the life path mdel f teachers and vcatinal instructrs wrking in vcatinal educatin. Presenting digital educatin as an assessment criterin in the schl inspectin system. Elabrating industry-specific curricula that supprt digital cmpetence develpment Establishing a digital knwledge base and digital cde f practice which cntain e- learning materials meeting labur market demands in respect f each vcatinal qualificatin t cver all vcatinal utput requirements fr the purpses f supprting different learning needs pssibly in a number f alternative versins. Ensuring the creatin f digital cntent develped by teachers f vcatinal subjects and practical instructrs. Ensuring the share f digital cntent within and between the institutins. 19

20 Develping the ICT-based pedaggical-methdlgical practice f teachers and vcatinal instructrs Adding cntents required fr digital educatin t the requirements f vcatinal instructr (BSc), engineer instructr and ecnmics teacher training curses as well as curses preparing fr the master s examinatin. Prviding specialised further training supprting digital educatin t teachers f vcatinal theretical subjects and practical instructrs. Supprting the intrductin f Learning Management Systems in vcatinal training institutins. Establishing cmmunicatin channels necessary fr the sharing f digital methdlgies within and between the institutins. Develpment f digital infrastructure in specialised classrms and wrkshps Building a Gb/s netwrk required fr lcal data traffic in each classrm and practical training site. Prviding WiFi cverage in all specialised classrms as well as in schl and cmpany wrkshps. Establishing nline learning platfrms als available t students at institutinal, class, vcatinal qualificatin and subject level. Building and imprving specialised digital classrms supprting vcatinal educatin (e.g. 3D designers, study ffices etc.). Making mbile equipment available t students anywhere in the area f the institutin. Imprving the cmmitment f institutin heads twards supprting digital educatin in vcatinal training institutins. Prviding further training n the methds f the institutinal disseminatin f digital educatin t heads f institutins and practical training. Full intrductin f a unifrm, cntinuusly maintained digital administratin system t supprt educatin in all vcatinal training institutins. 15. The main grups f tls f the higher educatin pillar: Develping learning-intensive higher educatin Establishing a Digital Higher Educatin Cmpetence Centre, which participates in the review f the regulatry and accreditatin criteria f higher educatin and the renewal f the training ffer. Supprting educatinal innvatins, methdlgical research, and exit t the internatinal nline educatin-research platfrm. 20

21 Cnnecting fields f science that are related t digital learning, strengthening the existing higher educatin research centre knwledge, and invlving new institutins and rganisatinal units with relevant experience; Further training supprting the develpment f the methdlgical culture f teachers in the areas f educatin methdlgy (educatin technlgy) and general digital cmpetences; Develping a training ffer which is suitable fr satisfying the learning needs f the wrking adult ppulatin. Develping the adult training rganisatins f higher educatin institutins with an entrepreneurial apprach, systematising their training ffer as well as standardising and digitalising their peratin (establishing an nline adult training netwrk under the management f higher educatin institutins). Develping an electrnically supprted higher educatin platfrm The basis f the higher educatin digital platfrm is the availability f a critical mass f apprpriate nline and digital cntents t students and teachers. It is recmmended t further develp the currently perating digital textbk library and t set ut stricter requirements cncerning the final frm f digital learning materials. Online preparatry curses fr the secndary schl-leaving and university entrance exams rganised at natinal level centrally rganised nline preparatry curses. Expanding the infrmatin services f the felvi.hu website and its linking with ther nline custmer service platfrms such as infrmatin systems relating t financial aid available fr husing, travelling, student lans, etc. Develping an nline career rientatin website. Online central site fr the disseminatin f infrmatin necessary fr ptential freign students. Making university websites bilingual and accessible t peple with disabilities. In additin t the develpment f nline learning materials, special emphasis must be given t the develpment f curses in freign languages as well. Strengthening internatinal partnerships thrugh the use f digital tls and digital methdlgies. Setting up a prtal f gd practices which summarises bth internatinal and dmestic gd practices. Student services directly and indirectly related t learning which can als be perated via digital platfrms. Prviding digital tls and IT infrastructure Remving the prcurement stp. 21

22 Extending and renewing the clean sftware prgramme with the invlvement f sectrspecific sftware the student versins f which are available t the students f the relevant study prgramme. Elabrating a resurce-generating, resurce-allcating system suitable fr the develpment f digital teaching tls, instruments and learning materials. Spreading the VOiP technlgy amng institutins with a view t reducing telephnyrelated expenses. Prcuring WiFi ruters prviding access t bradband internet at institutins. Establishing flexible learning (cllabratin) platfrms at institutins, prcuring easily mvable furniture and building small grup rms. 16. The adult learning pillar cntains the fllwing grups f tls: Reducing the digital divide Organizing a natinwide campaign t prmte (digital) learning as well as prmtins and additinal lcal cmmunity campaigns and vluntary activities. Establishing htspts that are suitable fr digital cmpetence develpment t ensure that within a maximum distance f 30 km everyne can have access t a digital learning wrkshp. The special learning needs f peple with a lw level f educatin and weak basic cmpetences, peple with disabilities, the elderly as well as thse disadvantaged n accunt f their scial and family circumstances must be taken int accunt. Intrducing electrnic public services as extensively as pssible, giving them pririty with varius tls, and prmting their use. Regular infrming, targeted sensitisatin and awareness-raising f lcal participants (e.g. emplyment centres, family aid centres, experts f NGOs, emplyers, trainers, etc.). Develpment f digital cmpetences thrughut the entire adult life path where necessary Establishing a system that supprts the recgnitin f cmpetences acquired thrugh nn-frmal and infrmal educatin. Prviding financial tls (e.g. fiscal incentives, cafeteria, access t services) t the public, especially t the emplyees f SMEs with a view t prmting their participatin in digital cmpetence develpment. Harmnising the varius sectr-specific strategies, measures and regulatins. Prmting participatin in vcatinal IT training curses Launching prgrammes that g beynd traditinal frms f training and reduce already in the shrt run the shrtage f labur, which jepardises the develpment f ICT cmpanies and the digital ecnmy. Campaigns, prmtins and campaigns mbilising lcal cmmunities n a natinal scale. 22

23 Establishing a natinal calitin which deals with digital cmpetences and jbs. Elabrating prgramme requirements aligned with market demands in additin t the current supply. Supprting vcatinal further training curses f a small number f training hurs that rapidly react t technlgical develpment and the changing needs f labur market participants and ensuring quick registratin. Identifying target grups and cntent areas where it is reasnable fr the gvernment t take a rle. It is necessary t find and cntinuusly mnitr mdern, gap-filling freign language digital learning materials the translatin/adaptatin f which is mre cst-efficient than the develpment f new cntents. Advanced (refrmatry) prfessinal training fr IT instructrs wh teach in frmal vcatinal educatin (adult educatin) and nn-frmal vcatinal training. Creating an envirnment supprting adult-age digital learning Cntinuus crdinatin with a view t harmnising sectral strategies and strategies aimed at the utilisatin f EU develpment resurces. Setting up a prfessinal bdy respnsible fr digital learning and cntent develpment. Supprting the elabratin f new, innvative digital learning frms and enabling their widespread use; develping frms f supprt tailred t the characteristics f digital learning. Intrducing the applicatin f creative public gds in respect f digital teaching materials available fr free use. Setting unifrm standards fr the digital training envirnment f training rganisatins. Systemic integratin f electrnic identificatin and individual student recrds in relatin t adult learning. Setting up a cntrlling and assessment system based n the measurement f learning utcmes acquired in the curse f digital learning and laying its prfessinal and methdlgical grundwrk. Measurement embedded in the learning prcess f the utcmes f training and learning (including nn-frmal and infrmal learning) by extending and cmplementing traditinal examinatin prcesses. Intrducing, n a natinal level, the e-prtfli apprach that verifies learning utcmes in rder t ensure electrnic access t infrmatin cncerning acquired qualificatins 23

24 and t intrduce validated digital badges which verify cmpetences acquired via nnfrmal and infrmal learning. Prviding digital cntents and pen educatinal aids It is necessary t ensure the availability and usability f teaching materials (in technical and cpyright terms), their classificatin based n a unifrm set f criteria, their quality rating, and their searchability. Elabrating quality and technical requirements cncerning electrnic training cntents. Digital cntents and applicatins necessary fr the develpment f basic cmpetences required fr success in everyday life, learning and emplyability (writing, reading cmprehensin, numeracy, digital literacy, learning skills, etc.) in the frm f pen teaching cntent will be elabrated and made available fr free use in a centralised manner. Digital learning and ICT use T make sure that the supprted adult training prgrammes are implemented in the expected quality thrugh the explitatin f new pprtunities, it is necessary t identify factrs that hinder the spreading f digital learning in adult educatin; t elabrate a set f criteria relying n the typical key prcesses and activities f rganisatins engaged in digital training and educatin, taking the internatinal criteria applied by digital educatinal rganisatins int accunt (DigCmpOrg). t establish an assessment system based n the self-assessment f training rganisatins; t supprt the creatin f the technical cnditins required fr the switch; t develp the digital cmpetences f instructrs and teachers invlved in adult learning and t elabrate training prgrammes. Measurement-assessment and reprting systems Laying the fundatins f decisin-preparatin by cllecting and analysing data and measurement results and mnitring user needs. Feedback cncerning labur market relevance in respect f each training curse, which infrmatin can be backchannelled int the develpment f the industry structure and training management. Ensuring efficient data disclsure and easy access t relevant, up-t-date infrmatin. Cnnecting the IT systems perating at the varius gvernmental and backgrund institutins and at the chambers. Examining the pprtunities f electrnic identificatin in respect f adult learning and the systemic integratin f the individual student identifiers. 24

25 17. Main elements f the equipment f hrizntal pillars: Mnitring the learning path: integrating the data f surce databases; checking the usability f data levels and data; analysing the Public Educatin Infrmatin System and the Higher Educatin Infrmatin System explring the labur market as a data surce; managing data authenticity prblems, Educatinal Register; elabrating data-based pedaggy and management methdlgy and practice; mnitring data integratin and prcesses; establishing and perating a mnitring system; Accessibility fr persns with disabilities t educatin and training: t ensure equal pprtunities, electrnic services and digital learning materials must be made accessible, digital devices must be made available t students with disabilities in educatin institutins, and educatinal staff teaching students with disabilities must be prepared fr the use f digital tls. Security increasing the security awareness f children, parents and relatives; widespread disseminatin f infrmatin and raising awareness cncerning legal pprtunities; applying sanctins and strengthening cmmunicatin; strengthening and extending assistance and victim help; strengthening the infrmatin security related cmpetences f system administratrs; establishing a crisis centre central recmmendatin and supprt system; teaching safe infrmatin management techniques; training n infrmatin security fr teachers; regular educatin and training n infrmatin security cyberbullying helpline 18. The detailed planning f the financial cnditins f the strategy and the tls recmmended in the framewrk f the strategy will be carried ut as part f the implementatin f the strategy itself. This can take place after the Gvernment has apprved the strategy. 19. In the curse f financial planning the first task is t examine which EU prgrammes can cntribute t the implementatin f the individual develpment bjectives. During implementatin, after identifying the relevant develpment prgrammes, it is necessary t analyse t what extent the individual prgrammes serve the achievement f the develpment bjectives set ut in the DES. T perfrm this task, the sub-elements f the already running prgrammes (targets set, tls, activities, indicatrs) must be analysed in detail n the ne hand. On the ther hand, prgramme elements that are the mst relevant fr the purpses f the DES must be identified and adjusted, if necessary, during the planning prcess f the prgrammes under preparatin. 20. It is a key criterin that a pssible mdificatin f the prfessinal cntent (scpe) shuld nt hinder the scheduled implementatin f the prject(s). T this end, it is advisable t invlve the 25

26 Digital Success Prgramme Secretariat and the prfessinal team f the DES in the planning prcess f the annual develpment budgets f the OPs cncerned. 21. After that, during the elabratin f the specific actins, it is necessary t make well-funded estimates f the amunt and timing f additinal resurces required fr the verall implementatin f the DES bjectives. The resurce estimates plan must cver requirements cncerning the planning, preparatin and implementatin f the actin as well as the sustainability f its results and impacts. 22. As fr financial sustainability, regarding the high demands arising frm the shrt life cycle, the calculatin f the ttal cst f wnership (TCO) must als be taken int accunt during implementatin. Furthermre, t calculate the ttal cst, it is necessary t take accunt f ther csts arising frm digital slutins and the ecnmic multiplier effects. 26

27 1 INTRODUCTION The Gvernment apprved the Digital Success Prgramme, including The Digital Educatin Strategy f Hungary (DES) as ne f its key strategic elements, aimed at the digital develpment f the Hungarian sciety and the Hungarian natinal ecnmy based n the results f the natinal cnsultatin f 2015 n the internet and n digital develpments (InternetKn). The purpse f drawing up this strategy was t prepare the system f educatin and training fr perfrming educatin, instructin and training tasks in line with the needs f the digital sciety and ecnmy in terms f infrastructure, technlgy, cntent, wrk rganisatin and human resurces. This dcument cntains situatin analysis as well as a summary f the set f gals and tls f the DES. 1.1 Mtive and Mandate Sectin 3(a) f Gvernment Decisin N 2012/2015 f 29 December 2015 n the Digital Success Prgramme calls n the Prime Ministerial Cmmissiner in charge f the crdinatin and implementatin f gvernmental tasks relating t the Digital Success Prgramme t prepare and submit the digital educatin strategy t the Gvernment in cperatin with the Minister fr Human Capacities, thrugh cnsultatins with the Minister fr Natinal Ecnmy and the Minister fr Natinal Develpment. After its apprval, the related legislative acts and strategies must be reviewed in accrdance with the cntent f the strategy. In the framewrk f the task set ut in the Gvernment Decisin, the missin statement f The Digital Educatin Strategy f Hungary was drawn up: t prepare the system f educatin and training fr perfrming educatin, instructin and training tasks in line with the needs f the digital sciety and ecnmy in terms f infrastructure, technlgy, cntent, wrk rganisatin and human resurces. Accrding t the intentin f the strategy, in the future n ne can leave the educatin and training system withut basic digital cmpetences required by the labur market. Accrdingly, the purpse f the DES is t fulfil, in all elements f the Hungarian educatin system, the infrastructural, material and persnnel requirements fr the develpment f digital cmpetences that are regarded as basic cmpetences frm the viewpint f emplyability and labur market cmpetitiveness. The DES will fundamentally change the peratin f educatin and training in Hungary since it affects all participants and activities f educatin and training; expects all educatin and training rganisatins t prvide an nline learning platfrm; prvides an pprtunity fr equal access and inclusive teaching thrugh digital devices and services; aligns the prfessinal structure and system f training with 21st century labur market needs; creates the cnditins required fr catching up with the EU average in adult educatin; 27

28 relies n EU resurces as supplementary means fr the necessary innvatin, research and trial, while laying the fundatins f a sustainable and cntinuusly renewing IT equipment and digital educatin system basically using dmestic resurces. 1.2 Significance f the Area By nw the use f digital technlgies has becme an integral part f ur everyday lives and mst wrk prcesses, therefre, it is an essential ecnmic and scial requirement that the schl shuld prepare students fr the use f digital technlgies and devices at the level f cmpetence. In spite f this trend, hwever, in Hungary mre than ne third f the ppulatin aged 15 r lder are digitally illiterate and mst f them are threatened by the digital divide. The emplyability f wrkers wh cannt use digital devices and applicatins is declining frm day t day, and s is the cmpetitiveness f cmpanies refusing t jin the digital wrld. The develpment f digital cmpetences will nt nly imprve the emplyability, living standard and scial welfare f wrkers, but it will als have a psitive impact n all factrs f sciety and the ecnmy as a whle: It significantly increases the number f undertakings using digital technlgy, thus imprving their efficiency as well as internatinal cmpetitiveness. It cntributes t increasing the capital attracting capacity, the main bstacle t which is the lack f apprpriate wrkfrce. It facilitates the scial inclusin f peple with disadvantages and disabilities. Due t the higher rate f usage, it increases the rate f utilisatin f digital infrastructure and thus the rate f return f these develpments, which will make further develpments pssible. It bsts demand fr the prducts and services f the digital ecnmy, thus generating further develpments. It exerts demand pressure n e administratin develpments, which will imprve the available range and quality f services. It imprves the digital cmpetences f emplyees wrking in public administratin and the public sectr, which will cntribute t further imprvements in the quality f services. In an internatinal cmparisn, it is the area f digital cmpetences that Hungary lags behind t the highest degree, which means a high rate f digital illiteracy; a lw level f usage f the varius digital (market and e-administratin) services, and a generally lw level f the ppulatin s digital cmpetences. Cnsequently, the develpment f digital cmpetences bth within the educatin system and amng the adult ppulatin is a key criterin f cmpetitiveness, while it als has cnsiderable ptential in increasing equal pprtunities and living standards. 28

29 The emplyability and labur market chances f Hungarian emplyees and ur children largely depend n whether r nt they can meet the expectatins f the digital era regardless f the prfessin and psitin they chse t wrk in. In fact, digital transfrmatin des nt leave any traditinal sectr, undertaking r business mdel intact. The rle Hungarian emplyees, especially yung peple will play in the Eurpean labur market and the functin the Hungarian natinal ecnmy will have in the internatinal cmpetitin will be basically decided in the years t cme. Digital educatin means much mre than the mere supprt f traditinal educatin with digital tls: it cmprises a new apprach, new pedaggical methdlgies, new learning methds, the traceability f the learning path, and the develpment f an pen educatinal envirnment which reflects t the challenges f the digital era. Obviusly, the develpment f digital cmpetences must be started in public educatin and shuld never be stpped: in fact, it is digital knwledge where lifelng learning has a real meaning, since digitalisatin is nt nly the subject but perhaps the mst efficient platfrm f learning. Having digital cmpetences is increasingly vital fr success n the labur market, hwever, their develpment is nt the task f the IT subject alne, instead, it requires an apprach that embraces the educatinal spectrum as a whle. This invlves the cnscius use f digital devices and pedaggical methdlgies designed fr educatinal purpses, the systematic and cntinuusly updated digital pedaggical preparatin f teachers and instructrs, the digital pedaggical supprt f teachers wrk as well as the digitalisatin f learning materials and educatin administratin. 1.3 The Prcess f Strategic Planning In additin t prfessinals experienced in the digital develpment f certain special areas f educatin, the Digital Success Prgramme Secretariat has als invlved methdlgical and develpment experts in the preparatin f the DES wh have cntributed thrugh their digital pedaggical skills and their in-depth knwledge f strategy making methdlgies t the strategy making prcess. Anther imprtant methdlgical element f strategy making was t prcess natinal and internatinal gd practices as well as t engage in cntinuus prfessinal dialgue as widely as pssible. In the past mnths, the experts f the DES and the staff members f the DSP have taken part in numerus prfessinal cnsultatins, frums, wrkshps, persnal interviews and discussins and have held several lectures and presentatins attended by varius administrative, nn-gvernmental and prfessinal rganisatins. The situatin analysis f the strategy and the finalisatin f its set f gals and tls were preceded by Digital Welfare Frums, each with mre than a hundred participants. The participants attending these events had a pssibility t cnfirm that there are reasnable grunds fr the strategy as well as t clarify its system f targets and tls in persn r in writing (via mail r nline). 29

30 1.4 Backgrund and Related Dcuments The aims f the DES are in harmny with the Natinal Infcmmunicatins Strategy (NIS) and the Digital Success Prgramme. Regarding digital educatin, the mst imprtant related strategic dcuments are: Hungary s Public Educatin Develpment Strategy; the Natinal Cre Curriculum; the vcatinal educatin and training cncept apprved by Gvernment Decisin N 1040/2015 f 10 February 2015 entitled Vcatinal educatin and training in the service f the ecnmy. Upgrading in Higher Educatin. Furthermre, during the prfessinal cnsultatins the Ministry f Natinal Ecnmy indicated that a Natinal Cre Cmpetence Develpment Strategy with its verall bjective being the develpment f the dmestic ppulatin s digital cmpetences in additin t their literacy, numeracy and freign languages skills is being prepared. Gvernment Decisin N 2012/2015 f 29 December 2015 n the Digital Success Prgramme prvides fr the preparatin f fur strategies: the Digital Child Prtectin Strategy (DCPS), the Digital Exprt Develpment Strategy (DEDS), the Digital Educatin Strategy (DES), and the Digital Startup Strategy (DSS). Tailred t the characteristics f the digital ecsystem, the individual strategies are clsely related and facilitate the achievement f digital welfare by making use f and relying n each ther s results. The set f tls f DES supprts the eliminatin f the shrtage f human resurces bth in terms f quality and quantity arising frm inadequate digital cmpetences, as specified in the DEDS, while the Security hrizntal pillar f the strategy is based n the set f gals and tls f the DCPS). Further related materials: EU and Cuncil Recmmendatin f 20 December 2012 n the validatin f nn-frmal and infrmal learning (2012/C 398/01). EU and Cuncil Cnclusins f 12 May 2009 n a strategic framewrk fr Eurpean cperatin in educatin and training ( Educatin and Training 2020 ) (2009/C 119/02). 1.5 Designatin f the Strategic Pillars The pillar structure f the DES keeps track f the learning path frm public educatin t adult learning, treating equal pprtunities and accessibility, security issues and the develpment f mnitring systems fr the learning path as hrizntal pillars. 30

31 A DOS pillérszerkezete Köznevelés Szakképzés Felsőktatás Felnőttkri tanulás Tanulási életút nymn követése Esélyegyenlőség Biztnság Pillar structure f the DES Public educatin Vcatinal educatin Higher educatin Adult learning Mnitring the learning path Equal pprtunities Security The DES cvers all levels and factrs f educatin: the methdlgy applied (teacher training and further educatin as well as institutin develpments); the digital preparedness and attitude f teachers; physical infrastructure, access, intranets; the availability f equipment in educatin institutins; cntent (review f the Natinal Cre Curriculum and framewrk curricula and digital cntent develpment); educatin management (administratin and quality management, primary infrmatin system, student measurement-assessment, management infrmatin system). 31

32 2 PUBLIC EDUCATION 2.1 Situatin Analysis The imprtance f digital cmpetences Digital skills have becme cre cmpetences f increasing significance in tday s digitalising ecnmy and sciety: scial and labur market success depends mre and mre n the ability t handle digital devices. Therefre, educatin and training treats these as key cmpetences, similar t the cmpetence f cmmunicatin in the mther tngue (writing-reading-reading cmprehensin). Digital cmpetences ensure the transfer f cmmunicatin messages, access t and prcessing f infrmatin as well as management and cntrl during the perfrmance f wrk. In everyday life and in scial cntact, it is a surce f acquiring knwledge, learning and entertainment, an increasingly imprtant platfrm fr cntacts, administratin, and shpping. Despite their grwing significance, hwever, there are cnsiderable differences in digital cmpetences within the sciety, depending n gegraphical and scial situatins. This increases scial inequalities because thse with digital cmpetences have access t certain services and benefits mre easily and quickly, while thse with n r limited digital skills are at a great disadvantage. It is essential als frm the aspect f creating pprtunities that educatin and training shuld treat the transfer f digital cmpetences as a pririty issue. Althugh digital cmpetences are measurable, in Hungary n standard framewrk system suitable fr measuring digital cmpetences has been set up in rder t assess the existence r lack f digital cmpetences. The mst generally used slutin, which makes internatinal cmparisn pssible, is the PISA survey f OECD n digital literacy. The greatest challenge Hungarian public educatin is facing is t increase the quality, efficiency and pprtunity creating pwer f educatin and training in a glbally unstable macrecnmic envirnment where prcesses requiring a quick rearrangement f the labur market are expected t take place in several waves (spread f digital transfrmatin, disruptive technlgies, autmatin, rbtics, and cmmunicatin between sensrs and machines (M2M), Industry 4.0, etc.). Althugh the infcmmunicatins technlgies are present at dmestic schls, ur relevant PISA results remain far belw the expected level. In Hungary, the average result f printed reading cmprehensin is strnger (by 38 pints) than that f digital reading. Cmparing the natinal results with the 2009 data we can see that by 2012 the perfrmance f Hungarian students had further weakened, while in % f the students perfrmed belw the average in digital sub-areas, by 2012 this rate increased t 32.5%. Percentage f students ranked by their digital reading perfrmance, PISA,

33 A 2. szinten vagy fölötte lévő tanulók Students at Level 2 r abve Az Ia. szinten vagy alatta lévő tanulók Students at r belw Level 1a Krea Krea Szingapúr Singapre Japán Japan Makaó-Kína Maca - China Hngkng-Kína Hng Kng - China Sangkaj-Kína Shanghai - China Kanada Canada Írrszág Ireland Tajvan Taiwan Észtrszág Estnia Ausztrália Australia Egyesült Államk United States Franciarszág France Dánia Denmark Olaszrszág Italy Nrvégia Nrway Svédrszág Sweden Belgium Belgium OECD-átlag OECD average Németrszág Germany Prtugália Prtugal Ausztria Austria Lengyelrszág Pland Szlvákia Slvakia Spanylrszág Spain Chile Chile Izrael Israel Magyarrszág Hungary Brazília Brazil Arab Emírségek Arab Emirates Klumbia Clmbia Ib. szint alatt Belw Level 1b Ib. szint Level 1b Ia. szint Level 1a 2. szint Level 2 3. szint Level 3 4. szint Level 4 5. szint Level 5 6. szint Level 6 Az rszágk a és 6. szinthez tartzó tanulók százaléks aránya szerinti csökkentő srrendben szerepelnek. Frrás: OECD, PISA 2012 database. Table I.4. Ia. The cuntries are ranked in a descending rder f the percentage f students at Levels 2, 3, 4, 5 and 6. Surce OECD, PISA 2012 database. Table I.4 1a Surce: PISA 2012 Overview, page 48 33

34 The level f numerical reasning skills is definitely pr: mre than ne quarter f all 15-year-ld students are lw perfrmers. On the ne hand, this weak perfrmance is attributable t the shrtages f primary schl educatin. On the ther hand, it frecasts the future f a brad sectin f the upcming generatin, wh due t the lack f abilities t acquire, analyse and systematise knwledge independently will be incapable f adapting t labur market requirements, cping in the cntext f the adult sciety, develping themselves cntinuusly, r perfrming high-quality wrk in their prfessins. During the PISA survey 2, fifteen-year-ld students were als asked abut cmputer access and use at schl. Access t cmputers and internet at schl is a mre cmplex issue, because it ranges frm nn-stp and easy access t the use f ne single cmputer rm nly in IT classes. If we nly examine the percentage f students wh have access t cmputers and internet at schl, we can see that this rati is quite high in Hungary: 95.2% f the students have cmputer access and 95.6% respnded that they had internet access at schl. In an OECD 3 cmparisn, these ratis are 93.1% and 92.6%, respectively. At the same time, the percentage f fifteen-year-ld students wh actually use cmputers and the internet at schl is much lwer: 69.3% use cmputers and 69.5% use the internet and these indicatrs d nt refer t ICT use in class at all. The develpment f digital reading is nt an adequately priritised part f the knwledge schls are required t transfer. Teachers rarely use ICT tls and mdern technlgy t supprt the teaching and learning prcess; such activities are scarce and are nt prvided enugh central aid. The rate f usage f the existing equipment is nt always adequate. At the same time, teachers ften cmplain abut the lack f devices r their bsleteness when they decide nt t use these tls in class. At the same time, teachers d nt feel cmpetent in the use f subject-specific ICT tls either. Althugh the transfer f digital cmpetences (digital literacy interpreted in a brader sense) appears in the Natinal Cre Curriculum as an utput target, in rder t meet the abstract requirements set ut as hrizntal expectatins, teachers cannt rely n cnsistent guidelines, teaching materials, instructins r, in particular, n unifrm and reliably wrking infrastructure. The hetergeneus equipment, in which respect there is a huge gap between the individual institutins, as well as the scattered, incnsistent methdlgical and cntent ffer practically make it impssible t transfer the necessary digital skills, which hinders the learning f ther cmpetences as well, and makes ICTsupprted learning as well as the perfrmance f ther pedaggical tasks (SNE, talent develpment, remedial educatin, etc.) mre difficult. As the technlgical envirnment is imprving, the lack f apprpriate ICT devices and service envirnment attributable t a number f reasns (unfunded maintenance and upgrading f equipment, lw bandwidth, lack f system administratrs, lack f training) is making the transfer f state-f-the-art IT skills difficult and hinders the perfrmance f institutins in many areas. A public educatin institutin lacking an apprpriate ICT envirnment: is unable t prepare fr the real circumstances f the labur market; des nt engage the attentin f students; 2 PISA 2009 Digital reading Reading n the Wrld Wide Web URL:

35 des nt enable feedback embedded in the learning prcess (electrnic measurementassessment, management infrmatin systems); is unable t fllw scientific achievements n an up-t-date basis; impses a manual administrative burden n teachers and the administrative staff. Belw we examine the state f digitalisatin f Hungarian public educatin in terms f the fllwing factrs: infrastructure (access t devices and the internet, built envirnment, supprting services); the digital preparedness f teachers; digital cntent in the teaching and learning prcess Infrastructure Already when the Lisbn targets were set, the Eurpean Unin defined a clear visin cncerning the use f ICT tls in educatin 4 : ICT tls shuld be present in the entire area f educatin and training shuld nt be limited t the transfer f user skills. The use f ICT tls shuld be integrated int the teaching-learning prcess at the level f cmpetence. The cntent and availability f learning materials shuld be mre flexible, educatin shuld take place in an pen learning envirnment. The schl shuld develp and imprve the basic cmpetences necessary fr lifelng learning and prepare students fr the use f new learning frms and tls. In accrdance with the EU s intentins, since the turn f the millennium significant develpments have been implemented with the aim f increasing the availability f infrastructure in Hungary s public educatin institutins. The purpse f the first ntable initiative called the Sulinet prgramme was t equip schls with cmputers and install internet cnnectin. In 2005, this was fllwed by the Public educatin IT develpment prgramme, which aimed t prvide interactive whitebards t schls, and then in the EU s prgramming perid ICT infrastructure develpments were implemented at schls (e.g. Scial Infrastructure OP - SIOP 1.1.1, SIOP 1.1.3, Central Hungary OP - CHOP 4.6.1). It is a nticeable trend that the initial fcus f the develpments started at the end f the 1990s with the aim f establishing cmputer classrms was gradually shifting twards develpments targeted at ther classrms as well, hwever, these did nt result in cnsistent infrastructure. While the availability f equipment in cmputer classrms was regulated by a decree 5 and was clsely cnnected with IT educatin, infrastructure supprting general-purpse digital pedaggy as a methdlgy remained unregulated, hence the significant variatins amng institutins Decree N 20/2012 f the Ministry f Human Capacities (MHC) 35

36 The built envirnment f public educatin institutins 98% f the schls have at least ne ICT rm. There are tw r mre cmputer classrms in apprximately half (53%) f the primary schls and sme tw-thirds (65%) f the secndary schls. 6 Cmputer classrms are relatively small regarding the average class size. In fact, 73% f the specialised ICT rms can nly accmmdate half a class f students. 7 The types f specialised classrms are nt detailed in the KIR-STAT (public educatin statistics) system (e.g. ICT, sciences, art educatin classrms, etc.), which causes prblems when planning the necessary equipment stck Internet access in public educatin institutins NIIFI (Natinal Infrmatin Infrastructure Develpment Prgramme) perates the Sulinet data netwrk with nearly 5500 schl terminals. In the framewrk f the Sulinet develpment prgrammes (Sulinet, Sulinet+, Sulinet 5) public educatin infrastructure underwent substantial develpments, especially as part f the SIOP prjects entitled Develpment f terminal cnnectins in public educatin (Develpment f central services in the public educatin netwrk). In the curse f the prject state-f-the-art terminal data netwrk devices were installed at 3648 schl terminals lcated in the cnvergence regin. At present, as a result f the Sulinet+ prgramme, the bandwidth available in nearly ne quarter (23%) f the 5405 institutins served is Mb/s (r abve) and between 11 Mb/s and 50 Mb/s in almst half (40%) f the institutins. At the same time, 16% f them are still nt cnnected t the netwrk r are served by an alternative prvider. Breakdwn f Sulinet institutin dwnlads Alternative / uncnnected 1-10 Mb/s 11 Mb/s-50 Mb/s 51 Mb/s-100 Mb/s Ttal: Surce: NIIFI Gyöngyvér Mlnár-Anita Pásztr-Kvács: A számítógépes vizsgáztatás infrastrukturális kérdései: az isklák eszközparkjának helyzete és a váltzás tendenciái, (The infrastructural issues f cmputer-based examinatin: the situatin f equipment at schls and changing trends) Isklakultúra 2015/4. 7 Gyöngyvér Mlnár-Anita Pásztr-Kvács: A számítógépes vizsgáztatás infrastrukturális kérdései: az isklák eszközparkjának helyzete és a váltzás tendenciái, (The infrastructural issues f cmputer-based examinatin: the situatin f equipment at schls and changing trends) Isklakultúra 2015/4. 36

37 23% 16% 21% 40% alternatív/bekötetlen 1-10 Mb/s 11 Mb/s 50 Mb/s 51 Mb/s 100 Mb/s alternatív/bekötetlen Surce: NIIFI Alternative / uncnnected During the bandwidth increasing stage f the Sulinet 5 prgramme, by the end f 2016 NIIFI wuld like t use its wn budget t cnnect all schls with a lw bandwidth r n access. Its gal is t increase the average bandwidth f the Sulinet netwrk t 50 Mbps by the end f 2016, reduce the number f schls with a bandwidth lwer than 10 Mbps, and prvide internet access at all public educatin institutins. The new bjective is t reach a minimum bandwidth f 50 Mbps, but there are likely t be terminals where 30 Mbps can be the maximum value (this is the maximum capacity f ADSL2+) WiFi access in public educatin institutins In the first stage f the Sulinet+ prject WiFi service was made available in 1700 public educatin institutins. Lcatin f schls with WiFi: 1679 lcatins. Number f WiFi devices: Average number f APs (access pints) per lcatin: 2.3 (3900/1700). Estimated average institutin cverage: 31%. Number f lcatins with WiFi cverage per regin (numbers belw 10 are marked in blue clur): 37

38 Surce: NIIFI Availability f ICT devices in public educatin institutins In the past 8 years there have been uneven develpments in terms f the availability f ICT devices in schls. As a result, the use f ICT equipment fr teaching purpses has increased t a significant, but nt sufficient degree, thus cntributing t the develpment f students ICT cmpetences. The develpments, hwever, did nt cver the maintenance and upgrading f existing devices, s the multimedia display devices (prjectrs, interactive whitebards) were installed in classrms with generally bslete PCs. In the last cuple f years there have been bandwidth increasing upgrades in several schls, hwever, their rate is still insufficient, making it difficult r, in sme places, even impssible t access multimedia and ther nline cntent. These factrs altgether result in students limited access t ICT devices, which are increasingly ut f date. Availability f ICT equipment in class fr students and teachers

39 diákk %-ban % f students The next diagram shws the distributin f ICT devices f varius ages It clearly shws that the percentage f Type 1, i.e. the yungest and mst mdern devices is amng the lwest in Hungary. The prprtin f Type 2, i.e. relatively bslete (4-6-year-ld devices) is the highest, and althugh the percentage f Type 3 devices is lw, in the absence f apprpriate supply, the Type 2 devices will be reclassified t the Type 3 categry within a few years. This means that practically all the equipment will have t be replaced as it will be insufficient t upgrade the devices in rder t ensure the maintenance f even the mst basic level f peratin. Distributin f ICT devices in schls Administratin and educatin supprt systems used by public educatin institutins Anther imprtant sectin f the digitalisatin f educatin is the utilisatin f the ptential f ICT tls and digital slutins in the area f educatin administratin. The mst significant public educatin infrmatin system is the KIR. All public educatin institutins supply data t the KIR in the frm f unilateral data disclsure n a regular basis, hwever, these data are nt really utilised at lcal r reginal level. In additin, a cnsiderable number f institutins als perate ther administratin systems purchased and maintained frm external resurces they have btained in varius prjects. Their number has grwn especially with the appearance f electrnic class registers

40 2.1.3 The digital preparedness f teachers The digital training f teachers In rder t enable the system f public educatin t strengthen basic ICT skills f key imprtance bth frm the perspective f lifelng learning and labur market requirements, it is necessary t strengthen teachers in this area. Currently, the number f ICT-supprted classes is ne f the lwest in Hungary amng EU Member States. The main reasn fr this is nt the lack f apprpriate technlgical devices, but f the cmpetences, mtivatin and supprt f the educatinal staff. Rate f teachers using ICT in at least 25% f lessns 10 diákk %-a % f students In Hungary, less than 20% f all teachers use ICT tls in mre than 25% f their classes. Digital technlgies are increasingly present in basic teacher training, but there is n standardised minimum requirement cncerning career starting teachers knwledge f digital pedaggical methdlgy and cmputer literacy. Due t the lw number f hurs f practical training and the lack f equipment, mst typically teachers nly have a basic knwledge f digital pedaggy, media pedaggy, and the apprach, methdlgy and tls required fr the develpment f digital literacy The digital preparedness and attitudes f teachers Based n the elemér 11 data, the preparedness f teachers, their use f ICT fr teaching purpses and the develpment f students ICT use as well as the influence f the management n the teaching staff s wrk have shwn an increasing trend recently. Nevertheless, besides sme excellent values, there are several areas f the pedaggical wrk that need t be imprved. In general, these areas require mre advanced levels f use f equipment, mre sphisticated methds, and mre cmplex infrastructure. At present, teachers use the

41 pprtunities ffered by infrmatin technlgy mainly fr enriching the prcess f teaching, rather than learning, and they rarely engage in jint creative wrk nline. The culture f evaluatin cncerning the use f ICT is a particular weakness. The reasn fr this is that a vast majrity f institutins d nt have an ICT strategy, and they d nt plan, mnitr r evaluate the use f ICT in respect f the peratin f the rganisatin r its impact n learning and teaching. In mst schls, in the absence f a central requirement r recmmendatin, the management have nt created cnditins that wuld make it pssible fr teachers, students and parents t access learning materials, timetables, infrmative materials, attendance lists, absences and results recrded with the help f ICT equipment frm hme. Teachers are mre and mre aware f the term intellectual prperty and the rules pertaining t the use f digital surces. They shuld als make sure that students are aware f these rules but it seems they are nt efficient enugh in transferring this knwledge, because this is ne f the weakest indicatrs. Teachers are able t select the ICT tls that suit their subject and task as they have an apprpriate basic ICT qualificatin and take part in further training curses as well. Teachers increasingly understand that the develpment f digital cmpetences is a cmmn task, nt nly that f the IT teacher. While recgnising their respnsibility, they have als started this wrk in practice. Test papers are ften prepared with a cmputer, they are aesthetic and creative, and the internet is added as a surce f infrmatin. The institutin heads rganise the necessary internal training curses, prvided they are able t find resurces, the tasks related t digital cmpetence develpment are included in their lcal curricula, and they prvide fr the institutinal cnditins f digital cmmunicatin. They mnitr and assess the rate at which ICT is integrated int learning supprt. This, hwever, is nly present in the public educatin system spradically The mtivatin f teachers Althugh the Natinal Cre Curriculum prvides fr the develpment f students digital cmpetences, teachers are nt given actual mtivatin fr this. The use f digital pedaggy is indirectly mentined in the assessment cncerning the teacher career life mdel but, in fact, this is limited t prtfli management and is nt related t the cmplex pedaggical develpment activity. In additin t the direct incentives, services supprting indirect mtivatin are als missing. Characteristically, teachers try t create and apply the cnditins f digital educatin alne, ften withut the assistance f the system administratr r methdlgical help Develpment f digital cntent Digital cntent is an essential but nt indispensable element f digital pedaggy. If digital pedaggy is t rely als n independent learning, hwever, it is necessary t use it. 41

42 In the early stage f develpment f digital cntents, they were develped alngside textbks, cmplementing their use, and later functins beynd the mere data carrying rle were added. Nw digital cntents are in the sptlight n the internatinal markets, and it is the text bks that have a cmplementary rle. In Hungary, the ppsite is true: educatin is basically textbk-riented, and sme teachers use digital cntent as an additinal resurce based n their wn mtivatin. Regarding digital teaching materials and cntents, the situatin is similar t that f textbks: as the market disappeared, develpers left the dmestic educatin market, s cntent is almst exclusively develped by the state, which makes digital cntent elements as an additin t textbks, which are als published by the gvernment. Besides its cntent library functin, the Natinal Public Educatin Prtal (prtal.nkp.hu) als ffers functins that supprt independent, grup, classrm and extracurricular teaching and learning, while the similarly state-run Sulinet Digital Knwledge Base als makes digital cntent elements available. Althugh n fficial statistics are knwn, these tw prtals are nt visited by teachers n a daily rutine basis. Based n the abve experience, it is necessary t launch and prmte awareness-raising prgrammes abut digital learning-teaching pprtunities. 2.2 Visin As far as the public educatin pillar f the strategy is cncerned, the visin is a high-quality and equitable public educatin system that prepares yung peple wh are able t adapt t the Eurpean and glbal scial and ecnmic envirnment fr successful participatin n the labur market, in higher educatin, and in lifelng learning. One f the key bjectives f the strategy is t lay the fundatins fr the ability t adapt by facilitating the acquiring f cmpetences required fr lifelng learning with a view t preparing the citizens f the future fr changes arising frm cntinuus, 21st century technlgical develpment and the extremely rapid spreading f infrmatin and cmmunicatin technlgies, amng thers. In rder t update the cntent and methdlgy f the public educatin system, it is essential t rganise the prcess f public educatin n an ICT basis and t create the necessary infrastructural and human cnditins. T ensure the transfer f digital cmpetences prescribed in the Natinal Cre Curriculum, it is f vital imprtance t utilise crss-curricular develpment pprtunities as widely as pssible and t lay the grundwrk fr the ICT-based teaching f subjects. Furthermre, it is necessary t build an ICT-based system f regular measurement-assessment, relying n external standards, in respect f the institutins and certain key subjects, which is capable f supprting the develpment f educatinal cntent, the imprvement f the methdlgical culture f teachers, the quality imprvement f institutins, and the prcess f external institutin assessment. 2.3 Strategic Gals In line with the Public Educatin Develpment Strategy, the general bjective f The Digital Educatin Strategy f Hungary (DES) is t make sure that 42

43 students leave the public educatin system with apprpriate digital cmpetences 12 and media awareness 13 and are capable f cntinuusly develping these cmpetences thrugh lifelng learning; the prcess f teaching and learning is supprted with digital tls with a view t facilitating the fulfilment f expectatins cncerning the public educatin system (effectiveness, equity, efficiency); the decisins made by the educatin management thrugh the digital administratin systems are based n real-time factual data at all levels f public educatin. Based n the freging, the verall strategic gal f the public educatin pillar is: t ensure that public educatin can prvide pprtunities fr acquiring the digital cmpetences required by sciety and the labur market with special regard t the requirements f vcatinal educatin and training, higher educatin and lifelng learning as well as t the aspects f effectiveness, equity, and efficiency. The strategy has a three-level hierarchy f gals: Stratégiai cél Strategic gal Fejlesztési cél 1. Develpment gal 1 Fejlesztési cél 2. Develpment gal 2 Fejlesztési cél n. Develpment gal n Specifikus cél 1.1. Specific gal 1.1 Specifikus cél 1.2. Specific gal 1.2 Specifikus cél 2.1. Specific gal 2.1 Specifikus cél n.1. Specific gal n.1 12 NCC, Digital cmpetence 13 EU Cmmissin Recmmendatin n media literacy in the digital envirnment fr a mre cmpetitive audivisual and cntent industry and an inclusive knwledge sciety (2009/625/EC) lex.eurpa.eu/lexuriserv/lexuriserv.d?uri=oj:l:2009:227:0009:0012:hu:pdf 43

44 Develpment and specific gals classified based n the pedaggical methdlgy f teachinglearning, infrastructure, and the factrs f ther supprt services The pedaggical methdlgy f learning-teaching Digital educatin des nt nly change the tls f learning-teaching. It des nt simply replace the pencil with a keybard, but fundamentally transfrms the pedaggical prcesses and methds f learning-teaching. In the digital envirnment teachers have a different task: they are released frm their frmer main duty f repeated infrmatin transfer and simple prgress checks, while they have new pprtunities in their capacity as teachers: they becme mentrs, learning cunsellrs, research leaders and travel cmpanins. Table 1 Set f gals f the DES public educatin pillar Factr Develpment gal Specific gal The system f teacher training and further educatin shuld transfer the necessary knwledge n digital pedaggical methdlgy t all teachers. The pedaggical methdlgy f learningteaching 1.1 The ICT knwledge, methdlgical culture, mtivatin and use shuld meet the requirements f digital educatin. 1.2 The supply f digital cntent, methdlgical supprt and knwledge sharing shuld make it pssible t integrate the use f ICT tls in the Teachers shuld be mtivated and interested t integrate the use f ICT tl in the learning-teaching prcess. Teachers shuld be given methdlgical and technlgical supprt in their daily practice f digital educatin and media awareness educatin. The use f digital devices shuld be cmpulsry fr students during their cllabratin, the measurement and assessment f their perfrmance, and the prgress checks. The teaching-learning prcess shuld assist and supprt the remedial educatin f children with special educatin needs and the creatin f equal pprtunities as well as the develpment f their wn cmpetences using the ptential f ICT. Given its nature as a key cmpetence which frms the basis f ther criteria f success in the digital sciety and n the labur market digital cmpetence shuld be priritised as a key utput requirement t be cncluded with a cmpulsry assessment at the end f the public educatin phase and fllwed up by means f an interim digital cmpetence assessment. The develpment f digital cmpetence and the use f existing digital cmpetence, cmplemented with media 44

45 prcess f teaching-learning and assessment in all subjects. awareness raising, shuld frm an integral element f teaching tasks in respect f all subjects. Students must be prvided access t ICT equipment t supprt their learning prcess. The use f ICT tls in the institutins as well as the cntent and utput requirements f the IT subject shuld reflect the rapidly changing technlgical trends and pprtunities and shuld be useful, attractive and interesting t students. The prcess f teaching-learning shuld be supprted by an electrnic platfrm bth twards the teachers and the students which is suitable fr creating, editing, sharing and playing e-learning materials, assigning measurement-assessment tasks as well as cllecting and evaluating the results, prvided that the nature f the task makes this pssible. Digital measurement-assessment shuld be integrated int the practice f teaching-learning and supprt institutinal quality management prcesses. A wide range f e-learning materials (including measurement-assessment tasks) shuld be available t cver the utput requirements, pssibly in several alternative versins t meet different learning needs. 45

46 2.3.2 Infrastructure The infrastructure f digital educatin is n lnger limited t the supprt f the IT subject. In fact, it has becme a wide-ranging, general teaching-learning platfrm. While being suitable fr flexible use in a brad area f pedaggy and prviding new pprtunities t students and teachers alike, the new set f tls significantly differs frm the traditinal tls in terms f its life cycle and the expertise required fr its management. Therefre, the integratin f ICT infrastructure in public educatin requires new slutins fr use, peratin, investment and maintenance. Factr Develpment gal Specific gal 2. Infrastructure 2.1 The availability f internet access and equipment in public educatin institutins and classrms shuld meet based n the relevant natinal standards the requirements f digital educatin. 2.2 The equipment prvided t students shuld meet the hrizntal requirements (IT security, equal pprtunities). Netwrk access apprpriately serving pedaggical purpses must be guaranteed in all public educatin institutins. Teachers, students and ther participants assisting the educatinal wrk (administratin, equipment supprt) shuld have the necessary user devices. The supply f equipment shuld rely n the students wn devices while ensuring equal access. The schl must prvide apprpriate equipment t students wh d nt have the necessary digital devices f their wn. The cntinuusly high quality f IT devices, as necessary fr hlding and preparing fr classes, shuld be ensured thrugh the system administratin service, maintenance and the regular upgrading f IT equipment. The equipment used (internet access, intranet, wrk statins, servers) must be safe and up-t-date and shuld prtect the students privacy as well as the data and infrmatin managed by the institutin. Security-awareness must be ensured during the prcess f teaching-learning. There shuld be supprt services at several pints (public educatin institutin, maintainer, authrity, NGOs, service prviders) t help students, parents and teachers acquire security awareness and prvide assistance in the reprting and management f internet abuses. The equipment used must help and supprt thse with disabilities t catch up and have equal pprtunities. 46

47 2.3.3 Supprt services Digital technlgy enables institutins and even teachers t explit pprtunities in educatin that were nly available n a system level r fr the purpses f educatin research befre. The pssibility f using a large amunt f real-time data enables sme teachers t apply the methd f evidence-based educatin. This pens up new ways in quality management that fundamentally transfrm the peratin f the public educatin system, making it mre transparent and efficient. Factr Develpment gal Specific gal All digital administratin systems used at central and institutinal levels shuld be accessible with a single user ID and passwrd cmbinatin. Electrnic data prvisin at the level f institutins must be a prtected and clsed prcess which can clearly identify the institutin and the persn in charge f administratin n the institutin s part. 3. Supprt services 3.1 Digital educatin administratin slutins shuld guarantee the ability t fulfil the data disclsure bligatin f the teachers and institutins and access t infrmatin that is required fr the perfrmance f their activities. The central prtectin f infrmatin stred and managed by the educatin management bdy must be guaranteed and must cmply with all laws and regulatins cncerning data security. It is necessary t establish an infrmatin system which supprts the decisins t be made by the participants f public educatin, mnitrs the prcess f executin f the decisins, detects and prvides feedback n the effect f decisins as well as prcesses and relies n factual infrmatin, and als extends t the wrld f wrk. A knwledge base shuld be set up t cllect the uses f factual data in public educatin, the results f scientific research and internatinal experience, classifies them and makes them available t decisin-makers in a searchable frm. Teachers and schls shuld have access t an electrnic platfrm thrugh which they can keep cntact with students and parents, fr example fr the purpses f managing payments by parents. Public educatin institutins shuld have access t an educatin supprt sftware envirnment (LMS) which enables them t prepare and implement learning and teaching activities, and supprts the develpment, strage and sharing f the required educatinal aids (e.g. lessn plans), enables them t measure, assess and mnitr student perfrmance, and which can be cnnected with the educatin administratin system (e.g. electrnic register). 47

48 In additin t the basic digital services ( , hsting service), essential applicatins and sftware required fr the implementatin f the learning-teaching prcesses shuld be made available t the participants f public educatin free f charge. 3.2 Establishing a framewrk f the implementatin f the DES Based n the example f the minimum cmpetence f teachers, a system f minimum digital requirements shuld be set als fr institutins supprted by a framewrk fr institutinal cmpetence. 2.4 Set f tls The significance f measuring digital cmpetence The intrductin f the DES brings abut a fundamental change in the public educatin system which affects each and every element f the system. Digitalisatin influences almst all aspects f the peratin f institutins and the activity f teachers and can nly be successful if implementatin reaches beynd the establishment f infrastructure and achieves the transfrmatin f prcesses and methds as well. T this end, it is necessary t create a cmprehensive framewrk which directly prvides infrmatin n the implementatin level f each institutin and helps t assess what further interventins are needed. In rder fr 21st century pedaggical gals t be achieved, the preparedness f the institutins is as indispensable as that f the teaching staff and the scial envirnment. Attempts have been made t define digital cmpetence, s there are a number f existing cnceptual definitins. One f these is the DIGCOMP framewrk develped in 2013; its new versin 2.0 identifies 21 cmpetences at eight levels fr use in 21st century educatin 14. The JRC-IPTS institute 15 f the Eurpean Cmmissin elabrated anther relevant framewrk, which defines the set f criteria f digitally cmpetent educatin institutins based n Eurpean practices, including Hungarian experience. This framewrk is the DigCmpOrg 16, which describes a ttal number f 74 criteria in seven tpics related t institutinal develpment. Learning supprted by digital technlgy is f key significance at all levels f educatin, fr which the presence f innvatin and digitalisatin is indispensable at the pedaggical, technlgical and rganisatinal levels alike. The purpse f the DigCmpOrg framewrk is t ffer a framewrk f reference fr the rganisatin develpment and self-assessment f educatin institutins as well as t prvide help t plicy-makers in designing lcal, reginal and natinal prgrammes and interventins. 14 The publicatin is nt available yet, nly the bases f the mdel: (dwnladed: 4 June 2016) 15 (dwnladed: 4 June 2016) 16 Kampylis, P., Punie, Y. & Devine, J. (2015); Prmting Effective Digital-Age Learning - A Eurpean Framewrk fr Digitally- Cmpetent Educatinal Organisatins; EUR EN; di: /54070 (dwnladed: 4 June 2016) 48

49 2.4.2 Presentatin f the tls The main areas f interventin (grups f tls) f the strategy are as fllws: Establishing a set f utput requirements that supprts digital cmpetence develpment. Creating learning materials and envirnments that supprt digital cmpetence develpment. Develping the ICT-based pedaggical-methdlgical practice f teachers. Develping digital infrastructure. Establishing digital centre supprt services Establishing a set f utput requirements that supprts digital cmpetence develpment Identificatin f digital cmpetence requirements in a prgressive system, in the frm f a framewrk f reference fr teachers/trainers/vcatinal instructrs and students (IKER). 17 Identificatin f cmpulsry digital cmpetences students are expected t acquire in the curse f their study prgress in rder t mve frm ne level f educatin t the next. Adding the measurement f digital literacy t the Natinal Cmpetence Assessment. Cmpulsry intrductin f electrnic examinatin in the written part f the secndary schl leaving exam. Review and updating f the NCC and the framewrk curricula t supprt digital cmpetence develpment. Adding an element supprting digital cmpetence develpment t the interfaces f framewrk curricula in respect f each element f the utput requirements. The use f students digital key cmpetences shuld be included in the framewrk curricula f nn-it subjects as a cmpulsry element. The learning tasks f students shuld include infrmatin search and prcessing, the use f ICT-supprted slutins f cllabratin, and the develpment f media awareness. The practical use f ICT shuld be integrated int the learning f science subjects thrugh measurement, data prcessing and evaluatin n the basis f digital sensrs and display in reality (e.g. via 3D printing). Framewrk curricula cncerning IT disciplines must be reviewed every tw years The cncepts f digital cmpetence and digital literacy are nt adequately defined in Hungary, they are nt tailred t r identified in terms f Hungarian circumstances and develpment needs. Therefre, the aim is t identify digital cmpetences by means f state regulatin thrugh the establishment f a cmmn natinal framewrk f reference, similar t the framewrk fr language cmpetences and the examinatin system. The framewrk f reference cntains the levels f digital cmpetences, the required cmpetence areas and skills and their levels, and prvides fr the system f institutins taking part in implementatin and their scpe f respnsibilities (Cmmn Framewrk f Reference fr Infcmmunicatins - IKER ). The ultimate gal is t create strng central crdinatin thrugh the standardisatin f digital cmpetences and requirements and the establishment f an institutin system enabling implementatin and mass training and the necessary infrastructure (learning materials, training cncepts, nline examinatin system, etc.). 49

50 The infrmatin technlgy subject must be re-defined in curriculum develpment; amng utput requirements IT cmpetences must be reviewed and extended. The specificatin f the required number f hurs is the respnsibility f the Natinal Educatin Rundtable, but we recmmend that the fllwing aspects shuld be taken int accunt: Meeting the utput requirements set ut in the framewrk f reference fr digital cmpetence (IKER). Main cntent elements: peratin f digital devices, infrmatin security, management f basic platfrms, respnsible persnal presence in the virtual space (handling user accunts). The aspects f embedded and use-riented IT use shuld be given pririty in the teaching-learning prcess (e.g. management f ffice applicatins, creatin f ITbased presentatins, student cllabratin, cntent develpment and sharing). There shuld be at least 1 IT class per week in each grade and each type f schl. Encding/prgramming shuld be integrated in the NCC as a separate subject in each year frm grade 3. Furthermre, the teaching f encding shuld be integrally linked t the ther subjects as well. In grades 3-4 the elements f the prgramming subject shall be intrduced: algrithmizatin, prcess engineering, rule-making. In grades 5-8 the curriculum shuld include blck-based prgramming, sensr handling, cmplex rule-making, rbt prgramming. in grades 9-12 students shuld get familiar with mbile applicatin develpment and website making and shuld becme capable f finding IT-based slutins t everyday practical prblems Creating learning materials and envirnments that supprt digital cmpetence develpment Cmpulsry teaching f typewriting in ne f the lwer primary schl years, prviding infrastructure which is necessary fr teaching and which suits the age cncerned. 19 A wide range f e-learning materials tailred t students age-specific needs (including measurement-assessment tasks) shuld be available t cver the utput requirements, pssibly in several alternative versins t supprt different learning needs. Prmting the creatin and sharing f digital lessn plans and cntent develped by teachers. Adptin f existing internatinal gd practices cncerning digital cntent and prmtin f participatin in nline teacher cmmunities. 18 In particular, they shuld be kept up-t-date with the invlvement f industry actrs (IVSZ) and NHIT (Natinal Cuncil fr Telecmmunicatin and Infrmatin Technlgy). 19 This wuld require the intrductin f a new subject r it culd be embedded in the curriculum f Hungarian language classes. 50

51 Use f internatinally apprved standards cncerning learning materials, tests and utput requirements in cntent develpment as well as in cnnectin with players. Prgressive intrductin f digital measurement-assessment systems and the general use f electrnic knwledge tests 20, which make it pssible t supprt primarily frmative assessment thrugh the develpment f an extensive range f assessment tls. Ensuring the availability f a central task bank which is able t supprt the measurementassessment functins in respect f public educatin as a whle. Adaptive measurement shuld be made pssible in the case f final (end f tpic) tests in pririty subjects. Digital devices shuld be cmpulsry elements f classrm furniture, bth fr general and specialised subjects and shuld be included in Annex 2 t Decree 20/2012 f 31 August 2012 f the Minister fr Human Capacities (MHC). Teachers shuld be prvided methdlgical supprt in their preparatin fr and hlding f lessns based n digital teaching. The emplyment f ICT pedaggical assistants can guarantee the implementatin f the pedaggical gals set ut in the DES and the supprt f teachers wrk. The system administratin 21 service prvided at public educatin institutins guarantees the high level f availability f tls and their applicability fr pedaggical purpses. Schl libraries shuld perate as resurce centres 22 in rder t develp infrmatin and media literacy, learning techniques, independent learning, and infrmatin prcessing. During the curse f intrductin and applicatin f digital educatin, it is essential t safeguard children s mental and physical health t the fullest pssible extent, and special emphasis must be laid n the establishment and maintenance f real human relatinships and n cunterbalancing the lack f physical activity arising frm the use f digital tls Develping the ICT-based pedaggical-methdlgical practice f teachers The cmpulsry level f digital cmpetence expected f teachers fr their advancement n the pedaggical life path shuld be determined. Teacher training 23 and further educatin shuld be digitalised 24 in cnsideratin f the fllwing criteria: 20 The intrductin f electrnic measurement may take place in several ways (article by Gyöngyvér Mlnár). These invlve the ptential f technlgy int the prcess f traditinal paper-based testing at different levels and t different degrees: a) partial digitalisatin, the pssibilities f cmbining traditinal paper-based and technlgy-based testing; b) technlgy-based testing withut internet cnnectin, the submissin and cllectin f tests n remvable media, which enables subsequent evaluatin; c) internet-based nline testing in examinatin centres with subsequent r autmatic evaluatin, fixed tests r adaptive testing based n a task bank; d) internet-based nline testing in primary and secndary schls with subsequent r autmatic evaluatin, fixed tests r adaptive testing based n a task bank and with scaling mdels that are based n test theries. 21 It shuld be n lnger expected f IT teachers t perfrm system administratin tasks as a favur. The current regulatin als allws the emplyment f system administratr depending n the number f students and cmputers. The current regulatin must be revised. The prvisin f system administratin services shuld nt depend n the student number but n the availability f equipment and services. 22 Celler, 1983, 19.: Dr. Zsuzsanna Celler, wh intrduced the mdel in Hungary, defines a learning resurce centre as fllws: It is a cmplex unit which is easy t access fr the purpses f facilitating the prcess f teaching and learning, cmprises media f apprpriate quality and quantity that fulfils the needs and a system f the necessary equipment and services, and which is capable f flexibly rerganise its activity t adapt t the changing requirements f the pedaggical prcess. 51

52 It shuld be cmpulsry t integrate special digital pedaggical methdlgy training 25 int general subject teacher training, and the utput requirements f teacher training must include the use f digital pedaggy as a mandatry element, with special attentin t lwer primary years. Regular further training n digital key cmpetences and digital pedaggical methdlgy shuld be cmpulsry and free. It shuld be cmpulsry t explit the ptential f digitalisatin in the develpment and accreditatin f the further training f nn-ict-specific teachers 26. Exchange f experience cncerning the disseminatin f existing teaching practices at internatinal and natinal level (prmting the getting familiar with and the use f internatinal resurces available nline). The basics f teaching prgramming shuld be added t the utput requirements f mathematics and science teachers. ICT cnsultancy 27 shuld be included in the areas listed in Sectin 26(4) f Decree N 48/2012 f 12 December 2012 f the Minister fr Human Capacities. The criteria f assessment cncerning digital cmpetences shuld be strengthened in the teacher evaluatin system. Teachers shuld jin internatinal cperatin netwrks and take part in study trips abrad. Develpment f the management cmpetences f institutin heads with a view t intrducing and ensuring the sustainability f ICT-based educatin. The verifiable hurs f nline presence and activity teachers spend directly with the students preparing fr classes r supprting the learning activity shuld be included in the teaching activity t a specified extent. Integratin f internet awareness and security-cnscius behaviur in the public educatin system thrugh the further training f teachers. Early childhd IT educatin must be integrated int kindergarten educatin, whereby: the basic dcument f kindergarten educatin, the Natinal Cre Prgramme f Kindergarten Educatin must be reviewed and aligned with the DES; 23 Teachers need t leave their teacher preparatin prgrams with a slid understanding f hw t use technlgy t supprt learning. Effective use f technlgy is nt an ptinal add-n r a skill that we simply can expect teachers t pick up nce they get int the classrm. Teachers need t knw hw t use technlgy t realize each state s learning standards frm day ne. 24 They need cntinuus, just-in-time supprt that includes prfessinal develpment, mentrs, and infrmal cllabratins. 25 Gvernment Decree N 283/2012 f 4 Octber 2012 n the system f teacher educatin, specialisatin, and the register f degree curses in teaching 26 This equally applies t the develpment f PTC (pedaggical training centre) services and services ffered by external prviders. 27 It is recmmended t include five hurs f dcumented cnsultancy visits int the cmpulsry 120 credits t be acquired every 7 years. In practice, this culd be implemented in a way that the clleague requesting cnsultancy, the cnsultant, the head f the institutin and the PTC manager in charge f appinting the cnsultant sign a dcument n the basis f which the PTC issues a numbered certificate. 52

53 the natinal and internatinal gd practices f IT educatin must be mapped and institutins engaged in early childhd educatin shuld be supprted by means f prfessinal recmmendatins freely available t anyne nline; based n the already existing gd practices subjects dealing with digital kindergarten pedaggy shuld be integrated int the training f kindergarten teachers Develping digital infrastructure In public educatin institutins with less than 500 students, a bandwidth f at least 100 Mbps must be made available, while the minimum bandwidth shuld be 1 Gbps in institutins teaching mre than 500 students. The Gb/s lcal netwrk shuld be implemented t prvide fr internet access in classrms. The required bandwidth must be prvided t students by means f WiFi cverage manageable within the EduRam netwrk in all classrms and the schl library. Internet access shuld be made available via WiFi netwrk in a cmmunity space f the building f each institutin engaged in kindergarten educatin. A structured, prtected netwrk and brder prtectin tls shuld be integrated int the system alng with up-t-date anti-virus prtectin, spam filtering, cntent filtering, and prtected web interface. Regarding classrm equipment, the fllwing develpments are required: Equipment f 50% f the classrms with interactive display devices. Prviding classrm management services fr the management f cmputers and mbile devices in the classrm (screen share, disabling internet access, user management). In the case f equipment in specialised classrms the fllwing develpments are required: Equipment f 40% f specialised classrms with interactive display devices suitable fr 3D display and the necessary glasses. Prcuring at least ne 3D printer per every 500 students in primary and secndary schls. In additin t the abve devices, a prgrammable rbt must be available fr every 3 students in the cmputer classrm. There shuld be digital data lggers 28 and sensrs in science classrms in rder t supprt scientific experiments. Each institutin shuld have a multimedia labratry in the library r resurce centre (digital camera, VR display, wrkstatin and peripherals suitable fr multimedia editing). 28 Measurement data recrder 53

54 In every schl district it is necessary t equip ne demnstratin labratry, which can be visited by the schls f that district, and which is suitable fr demnstrating all scientific experiments required fr the secndary schl-leaving exams in a digitally supprted frm, als as remte experiments. As fr the requirement cncerning teachers access t equipment, all teachers must have a laptp they can use in rder t prepare fr and hld digital lessns (cntrlling interactive displays) as well as fr digital educatin administratin. The pedaggical ptential f digital devices IKT eszközök pedagógiai ptenciálja mai tanulási környezetekben Jegyzetelés, vázlatkészítés digitális tllal, tervezés, flyamatk bemutatása, vizuális gndlkdás Kézirásfelismerés matematikáhz, kémiáhz stb. Célszftverek grafikai tervezéshez, kreativitáshz Hsszabb feladatk gépelése, párhuzams munka Kmplexebb kutatásk és tudásépités srán Zeneszerzés és -szerkesztés támgatása Hang- és videfelvétel és szerkesztés Kismennyiségű gépelés támgatása Beszéd-, videó- és hangalapú együttműködés Internetes keresés The pedaggical ptential f ICT devices in tday s learning envirnments Nte-taking and drafting with a digital pen, planning, presentatin f prcesses, visual thinking Handwriting recgnitin fr mathematics, chemistry, etc. Specific sftware fr graphic design and creativity Typing lnger assignments, parallel wrk in the curse f cmplex research and knwledge building Supprting music cmpsing and editing Sund and vide recrding and editing Supprt f minr typing tasks Vice, vide and sund-based cperatin Internet search As regards the requirement f students access t equipment, it shuld be made pssible t invlve the students wn devices int the learning prcess. The schl must prvide apprpriate equipment t students wh d nt have the necessary digital devices f their wn. A prgramme must be wrked ut t supprt the purchase f wn devices in the apprpriate quality and t make sure they are suitable fr cperatin. In public educatin institutins teachers shuld have a pssibility t hld classes ther than infrmatin technlgy in an IT classrm. 54

55 In the institutin, a set f IT devices shuld be made available t teachers (tablet, laptp r hybrid device) which all r sme students can use during a part f the lessn in the classrm r utside the classrm in an area designated fr this specific purpse. Surces f funding must be made available t cver the csts arising frm the depreciatin and replacement f tls with a view t maintaining and upgrading the ICT infrastructure at a unifrm standard. An institutinal card-based check-in system (abve a certain institutin size) shuld ensure the physical traceability f students within the public educatin institutin. Digital whitebard and displays with cntent managed by the students shuld prvide infrmatin within the schl building. The client and authrisatin management f the schl canteen shuld be electrnic. A cmmn central electrnic waste management system shuld be set up fr the envirnment-friendly treatment f bslete devices Establishing digital centre supprt services A digital methdlgical centre (DMC) shuld be set up as an rganisatinal unit established within the framewrk f the existing institutin system fr the purpses f crdinating the innvatin, methdlgical develpment, mnitring, cmmunicatin, strategic and supprting tasks relating t the implementatin f The Digital Educatin Strategy f Hungary as well as fr supprting and mnitring the digital pedaggical renewal f the areas f public educatin and vcatinal educatin and training. The DMC will be respnsible fr elabrating the framewrk and measurement-assessment tls f digital cmpetence requirements cncerning students, teachers, institutin heads and all types f educatin institutins and t launch pilt prgrammes which will use functinal effectiveness assessments t serve as a basis fr develpments t be implemented within the framewrk f the Strategy. The prcess f teaching-learning shuld be supprted by an electrnic platfrm bth twards the teachers and the students which is suitable fr creating, editing, sharing and playing e-learning materials, assigning measurement-assessment tasks as well as cllecting and evaluating the results, prvided that the nature f the task makes this pssible. The further develpment and functinal expansin f the Natinal Public Educatin Prtal (NPEP) shuld be implemented thrugh mre extensive pprtunities fr knwledge sharing amng teachers and a wider range f cntent. It is als necessary t ensure the availability f the Natinal Public Educatin Prtal fr vcatinal educatin and training as well as fr public educatin and higher educatin institutins engaged in Hungarian language teaching abrad, students, and Hungarians living abrad. In the curse f further develpments, it wuld be necessary t establish a searchable system that is interperable with the cntent libraries f public cllectins as well as the archives f the Media Services and Supprt Trust Fund (MTVA) and t keep the cntent and 55

56 functin f the Natinal Public Educatin Prtal up-t-date and ensure its cntinuus develpment. A knwledge sharing site shuld be made available t teachers where they can cnsult a cllectin f pedaggical gd practices and which gives them an pprtunity fr independent learning and self-evaluatin and fr sharing cntent and cperating with ther teachers. A system shuld be set up t enable the Public Educatin Measurement Evaluatin Department f the Educatin Authrity t measure and assess the cmpetence develpment capacities f public educatin institutins thrugh the crdinatin f the digital methdlgical centre, with the invlvement f experts participating in the develpment f the IKER (Integrated Micr-Regin E-Administrative) system. The label system f Digital Schl shuld be develped in rder t prvide infrmatin n the digital cmpliance level f public educatin institutins, including the availability f internet access and ICT tls, the digital readiness and digital teaching practices f teachers as well as the digital extra-curricular activities they ffer, etc. This shuld be linked t the DigCmpOrg framewrk t ensure internatinal cmparability. It is an equally imprtant task t ensure the supply f infrmatin fr educatin administratin purpses as well as t parents via the use f the electrnic class registers. Digital educatin administratin slutins shuld guarantee the ability t fulfil the data disclsure bligatin f the teachers and institutins and access t infrmatin that is required fr the perfrmance f their activities. This requires the fllwing, amng thers: A standardised administratin system with ptinal mdules that are adapted t lcal needs. All digital administratin systems used at central and institutinal levels shuld be accessible with a single user ID and passwrd cmbinatin. The identificatin f students and teachers shuld be based n a cmmn directry service, which als prvides fr the authrisatin management f the varius services. Deregulatin f data cllectin in educatin statistics. An infrmatin system shuld be develped t supprt the decisins f public educatin stakehlders as well as t manage and use the factual data f public educatin (userfriendly public educatin infrmatin services (KIR) fr teachers). Teachers and schls shuld have access t an electrnic platfrm thrugh which they can keep cntact with students and parents fr purpses such as prviding infrmatin n the students results, management f payments and statements made by parents. In additin t the basic digital services ( , hsting service), essential applicatins and sftware shuld be made available t the participants f public educatin free f charge. Establishment f the quality management system f educatin. 56

57 2.5 Lgical Framewrk Matrix The structure f relatins between the set f gals and tls is shwn in the frm f a lgical framewrk matrix. The lgical framewrk matrix f the strategy was elabrated at the level f the develpment gals and the grups f tls. The matrix illustrates which grup f tls cntributes t the implementatin f the individual develpment gals. Apparently, the develpment f digital infrastructure is f key imprtance in each interventin area, and the digital preparedness f teachers is indispensable fr the widespread use f supprt services that increase the efficiency f peratin and reduce the administrative burdens f institutins. Table 2 Interventin areas and develpment gals Interventin area 1. The pedaggical methdlgy f teaching-learning 2. Infrastructure 3. Supprt services Develpment gals 1.1 The teachers ICT knwledge, methdlgical culture, mtivatin and use shuld meet the requirements f digital educatin. 1.2 The supply f digital cntent, methdlgical supprt and knwledge sharing shuld make it pssible t integrate the use f ICT tls in the prcess f teaching-learning and assessment in all subjects. 2.1 Access t the internet and t ICT tls in public educatin institutins and classrms shuld meet the requirements f digital educatin. 2.2 The equipment prvided t students shuld meet the hrizntal requirements (IT security, equal pprtunities). 3.1 The decisin supprt, administrative, cmmunicatin, data supply and rganisatin ptins ffered by digital technlgies shuld be available t all public educatin institutins. 3.2 Establishing a framewrk fr the implementatin f the DES 57

58 Interventin areas 1. The pedaggical methdlgy f teaching-learning 2. Infrastructure 3. Supprt services Grups f tls I. Establishing a set f utput requirements that supprts digital cmpetence develpment II. Creating learning materials and envirnments that supprt digital cmpetence develpment X X X X III. Develping the ICT-based pedaggical-methdlgical practice f teachers X X IV. Develping digital infrastructure X X X X V. Establishing digital centre supprt services X X The mnitring tasks f the strategy (the implementatin f the gals f the DES and the cntinuus updating f the situatin analysis) wuld be defined and perfrmed by the Digital Methdlgy Centre (DMC) which is prpsed t be set up within the framewrk f the institutin system. 2.6 Financing The detailed planning f the financial cnditins f the strategy and the tls recmmended in the framewrk f the strategy will be carried ut as part f the implementatin f the strategy itself fllwing its apprval by the Gvernment. In the curse f financial planning the first task is t examine which EU prgrammes can cntribute t the implementatin f the develpment gals. The fllwing table summarises the develpment prgrammes which can cntribute t the implementatin f the gals based n currently available infrmatin. During implementatin, after identifying the relevant develpment prgrammes, it is necessary t analyse t what extent the individual prgrammes serve the achievement f the develpment bjectives set ut in the DES. T perfrm this task, n the ne hand, the sub-elements f the already running prgrammes (targets set, tls, activities, indicatrs) must be analysed in detail. On the ther hand, prgram elements that are the mst relevant fr the purpses f the DES must be 58

59 identified and adjusted, if necessary, during the planning prcess f the prgrammes under preparatin. After that, during the elabratin f the specific actins, it is necessary t make well-funded estimates f the amunt and timing f additinal resurces required fr the verall implementatin f the DES bjectives. The resurce estimates plan must cver requirements cncerning the planning, preparatin and implementatin f the actin as well as the sustainability f its results and impacts. Table 3 Develpment prgrammes cntributing t the implementatin f the public educatin gals f DES Overall gal: In Hungary, public educatin shuld guarantee the acquiring f digital cmpetences expected by sciety and the labur market and explit the ptential f digital technlgies with a view t making its peratin mre efficient, effective, and equitable. Interventin areas Teachinglearning methdlgy Develpment gals 1.1 The teachers ICT knwledge, methdlgical culture, mtivatin and use shuld meet the requirements f digital educatin. 1.2 The supply f digital cntent, methdlgical supprt and knwledge sharing shuld make it pssible t integrate the use f ICT tls in the prcess f teaching-learning and assessment in all subjects. Develpment prgrammes (t be reviewed) relevant t the implementatin f the gal EDIOP CCHOP-15 (Ecnmic Develpment and Innvatin OP - Cmpetitive Central Hungary OP) HRDOP (Human Resurces Develpment OP) Participatin in the OECD s Prgramme fr the Internatinal Assessment f Adult Cmpetencies (PIAAC) Prfessinal supprt f integrated child prgrammes HRDOP Supprt f early childhd educatin Methdlgical preparatin f teachers HRDOP t prevent early schl leaving withut qualificatin HRDOP Supprt f scial inclusin and integratin by public educatin measures 59

60 Infrastructure Supprt services 2.1 Access t the internet and t ICT equipment in public educatin institutins and classrms shuld meet the requirements f digital educatin. 2.2 The equipment prvided t students shuld meet the hrizntal requirements (IT security, equal pprtunities). 3.1 The decisin supprt, administrative, cmmunicatin, data supply and rganisatin HRDOP HRDOP HRDOP Supprt f institutins expsed t high drp-ut rates Strengthening the pprtunity creating rle f public educatin Creatin f pprtunities in public educatin HRDOP Hungary a cuntry f talents HRDOP Develpment f the cntent regulatrs f public educatin and the tls f pedaggical methdlgy HRDOP Develpment f digital cmpetence HRDOP HRDOP EDIOP EDIOP CCHOP-15 HRDOP HRDOP Develpment f career rientatin, with special attentin t Maths, Science, Technlgy and IT skills and cmpetences in the public educatin system Prmtin f the cmpetence deplyment f students in public educatin institutins Develpment f new generatin NGA and backhaul netwrks Develpment f the netwrk access and cnnectins f institutins Supprt f institutins expsed t high drp-ut rates Institutinal supprt f early childhd educatin HRDOP Digital envirnment in public educatin HRDOP HRDOP HRDOP HRDOP HRDOP Reginal develpment f the schl system Infrastructure develpment f public educatin institutins Infrastructure develpment f public educatin institutins (standard) Strengthening the supprtive rle f public educatin Strengthening the supprtive rle f public educatin (standard) HRDOP Digital envirnment in public educatin Reginal develpment f the schl HRDOP system HRDOP Infrastructure develpment f public 60

61 ptins ffered by digital technlgies shuld be available t all public educatin institutins. HRDOP HRDOP educatin institutins Infrastructure develpment f public educatin institutins (standard) Strengthening the supprtive rle f public educatin 3.2 Establishing a framewrk fr the implementatin f the DES. HRDOP Strengthening the supprtive rle f public educatin (standard) 61

62 3 VOCATIONAL EDUCATION AND TRAINING 3.1 Situatin Analysis Key trends In Hungary, vcatinal training has a lw scial prestige. Fr this very reasn, applicatin fr admissin t vcatinal educatin is already characterised by strng selectin: a high percentage (27%) f students entering vcatinal schls are frm disadvantaged scial grups, and their academic achievements and mtivatin are bth rather lw. Obviusly, this affects their digital cmpetence as well. The number f applicants t vcatinal institutins is declining every year (19.2% at present), while the number f secndary vcatinal schl students is mre r less stable (40.3%). IT trade grups Infrmatika szakmacsprtkban a szakmák száma intézményenként Number f trades within the IT trade grup per institutin Intézmények száma Number f institutins Infrmatikai szakképesítések száma (IR) Number f IT qualificatins (IR) Lineáris (intézmények száma) Linear (number f institutins) Lineáris (infrmatikai szakképesítések száma (IR)) Linear (number f IT qualificatins (IR )) The lw rate f participatin in vcatinal educatin and training is partly due t the transfrmatin and ptimisatin f the VET institutin system, which tgether with lw willingness fr mbility reduces the number f career chices at an early stage f life and directs mre students t secndary grammar schls ffering general develpment. This phenmenn is particularly visible in the case f IT trades, where the number f institutins ffering IT curses fell frm 186 in 2013 t 108 in

63 Several gvernmental measures have been taken t raise the standard f vcatinal training and make it mre attractive, and there are structural refrms ging n which will renew the VET system accrding t the expectatins f the department cncerned. In Hungary, the elabratin f the s-called Industry 4.0 prgramme started parallel with the writing f this situatin analysis as part f the Irinyi Plan 29, which als invlves the digitalisatin f industrial prcesses, amng thers. Having digital cmpetences is increasingly becming a basic requirement in all areas f the labur market. During the develpment f certain trades and the emergence f new nes, digital cmpetences are gradually cming t the fre and becme indispensable. While digital prcesses are being integrated int trade prtcls, and their peratin requires digital cmpetences, they are als a means f rapid knwledge change and renewal within specific trades. Vcatinal training must be based n the basic digital cmpetences acquired in primary schl, because within the framewrk f VET it is nt pssible t make up fr the lack f digital knwledge. At the same time, as detailed in the chapter n public educatin, accrding t the PISA surveys, ne third (32.5%) f Hungarian 15-year-ld students are digitally illiterate, which reduces the efficiency f the learning prcess and the develpment f adaptability t labur market demands. The difference between schl types is significant in this respect, t: the percentage f digitally literate students is higher in vcatinal institutins than in secndary grammar schls. Anther prblem is that in the Natinal Cre Curriculum (NCC) infrmatin technlgy represents the lwest share amng the areas f study. Infrmatin technlgy is taught in 180 hurs in secndary grammar schls, a ttal f 144 cmpulsry hurs in secndary vcatinal schls until the secndary schl-leaving exams, and nly in 108 hurs in vcatinal training schls until the vcatinal qualificatin. Hwever, this amunt f lessns is insufficient fr meeting the requirements f the NCC cncerning cmpetence develpment r thse f the framewrk curriculum. As a result, students leave secndary educatin as digital illiterates. Despite the fact that the significance f the use f digital educatin in vcatinal training was already recgnised tw decades ag, it is difficult t give an accurate view f the situatin withut adequate data. One f the reasns fr this is that during the past tw decades the develpments were nt carried ut alng a cmmn digital educatin strategy, but by varius stakehlders, using varius resurces. Secndly, frmal vcatinal training frms part f the public educatin system, and therefre sme f the develpment prjects (e.g. the digital cmpetence develpment f teachers) were implemented in a general, public educatin cntext, instead f a VET-specific ne. As a cnsequence, there is n available system f measurement that culd supply reliable data specifically relating t the area f vcatinal training and educatin. The Public Educatin Infrmatin System (KIR) prvides data n the level f equipment supply f public educatin including VET institutins, and infrmatin is als available frm a mnitring 29 Magyar Idők: A digitális gazdaság a fejlődés mtrja, (The digital ecnmy is the driving frce f develpment), 10 March 2016 Surce: 63

64 system (elemér) 30 which enables public educatin institutins t cnduct self-evaluatins n a vluntary basis. These data are nt available in respect f each lcatin but at an institutinal level, hwever, they make it pssible t identify institutins which als have a vcatinal training functin. Based n the abve, the mst imprtant indicatr is that 70% f the cmputers used in public educatin institutins als engaged in vcatinal educatin and training are lder than three years. Methd f cmputer use A számítógépek használati módja ktatási célra használt munkaállmás közösségi célra használt munkaállmás adminisztratív célú munkaállmás Methd f cmputer use wrkstatin used fr educatinal purpses wrkstatin used fr cmmunity purpses wrkstatin used fr administrative purpses Schl use these cmputers mstly in the curse f their educatinal wrk (82%) as well as fr administrative tasks (13%). Their use fr cmmunity purpses is relatively lw (5%). Mre than a quarter (27%) f the institutins d nt have a netwrk server, and anther alarming figure is that there is n available prtable cmputer in 13% f the schls. The results f the elemér survey reveal that the cnditin f infrastructure is deterirating at an increasing rate. The greatest prblem is the replacement f bslete devices and the repair f defective equipment (clearly due t the lack f resurces). The devices are increasingly unsuitable fr fulfilling the purpses and tasks f the schl, and the equipment and furniture f classrms in VET institutins d nt supprt the use f digital pedaggy and mdern learning methds t an adequate level either. 30 In rder t measure the use f infrmatin technlgy fr schl develpment purpses, the Hungarian Institute fr Educatinal Research and Develpment (IERD) established an nline framewrk supprting the self-evaluatin f schls and a measurement methd which indicate t what extent the institutins have integrated the use f ICT tls in institutin develpment. 64

65 In a majrity f the schls the availability f ICT tls is adapted t the lw number f infrmatin technlgy lessns. Hwever, in rder t meet the requirements f the framewrk curricula (general and vcatinal subjects), it is nt pssible t hld general and vcatinal subjects in a digital envirnment, with nly few exceptins. Students have n access t cmputers utside the classrm, in the hall r library f the schl, and there is n management access t schl netwrks with the students wn devices (smartphne, tablet). Similarly, there is n practice cncerning the use f these devices (which students take t the schls in a value f several tens f billins f Hungarian frints at natinal level) fr learning purpses even thugh these tls represent a substantial ITC capacity in ttal. Amng public educatin institutins, the supply f ICT and ther equipment f vcatinal institutins was typically better than that f primary schls and secndary grammar schls, but the transfrmatin f the usage system f the vcatinal cntributin practically deprived vcatinal training institutins f new equipment supplies and the budgetary resurce available fr maintenance tasks did nt cver this purpse either. It wuld be imprtant t guarantee that all students have access t digital devices, while it is als f key significance that alng with technlgical mdernisatin the availability f innvative teaching methds, interactive sftware and nline learning materials is ensured. Regarding the develpment f digital learning materials, the preparatin f teachers and the expansin f methdlgical knwledge in vcatinal educatin, frm the early 2000s Apertus Közalapítvány (Public Fundatin), the Reginal Integrated Vcatinal Training Centres and Tempus Közalapítvány have implemented the mst significant develpment prjects. Nevertheless, lking at the whle spectrum f vcatinal educatin, the spradically, if at all, available cntents are far frm being cmplete, and mst f them have becme bslete and need updating due t the rapid technlgical develpment f certain trades. At present, teachers use the pprtunities ffered by infrmatin technlgy mainly fr enriching the prcess f teaching, rather than learning, and they rarely engage in jint creative wrk nline. The digital cmpetences and methdlgical knwledge f vcatinal teachers and practical instructrs als need t be develped because, as experience shws, it is the lack f ICT knwledge that lies behind their reluctance t apply ICT-supprted teaching-learning practices in many cases. Anther key issue is t cnvince institutin heads t spread the use f state-f-the-art technlgies fr pedaggical purpses at the schl level as it is ften the lack f cmmitment n the management s part that hinders such effrts f vcatinal teachers and practical instructrs. In mst schls, the management have nt created cnditins that wuld make it pssible fr teachers, students and parents t access learning materials, timetables, infrmative materials, attendance lists, absences and results recrded with the help f ICT equipment frm hme. All in all, it can be cncluded that the current vcatinal educatin and training system des nt ensure the develpment f digital cmpetences: in many cases schls d nt have the necessary cnditins fr presenting the latest technlgies f the trades cncerned, the theretical and practical instructrs f vcatinal subjects d nt have an adequate level f digital literacy r 65

66 pedaggical-methdlgical knwledge t place the teaching-learning prcess int a digital envirnment, and the equipment, which has never been suitable fr serving the purpses f digital pedaggy, is becming increasingly ut-f-date. The situatin map was drawn up, amng thers, in an effrt t find ut t what extent vcatinal training is currently capable f guaranteeing the transfer f the necessary digital cmpetences t students. In ther wrds, d we knw exactly what digital knwledge has t be transferred, what legal regulatry instruments will set ut the requirements, hw will they be applicable in practice, and hw will they becme guaranteed, measurable and suitable fr feedback? There are severe shrtages in this respect as well: with the exceptin f sme trades (mainly related t the autmtive industry), the labur market requirements are nt assessed and integrated int the system f utput requirements and framewrk curricula despite the fact that ne f the key aspects f the nging reviews is the integratin f cntent elements and methdlgies designed t develp digital cmpetences. There is n measurement-assessment framewrk used in the practice f vcatinal training institutins which culd measure the current digital cmpetences and designate the individual develpment paths f students, teachers, vcatinal instructrs and practical trainers (and prvide subsequent feedback). Therefre, the strategic gals and tls identified in respect f the frmal vcatinal educatin and training system were designed with a view t develping the general and trade-specific digital cmpetences f students participating in vcatinal educatin in a cmprehensive way, cmplementing the public educatin system, and t creating a digital envirnment that supprts the teaching-learning prcess. 66

67 3.1.2 SWOT analysis 67

68 Opprtunities Threats Strengths Weaknesses 30 June 2016 Schl netwrk - VET Centres Grup f mtivated and pen teachers and students (a small but enthusiastic grup) Mst students wn smart devices Cmpany trainee prgrammes Up-t-date, upgradeable learning materials Access t internet and internet cverage at hme Occupatinal structure - wide range f trade ptins Availability f dmestic cntent develpers Practical preparedness f instructrs (althugh nt always up-t-date knwledge) Access t internet at schls (althugh the quality varies) Increasing chances t enter the labur market Gvernmental cmmitment Spread f mbile devices Quality management (data recrding - cntinuus measurement f student and teacher perfrmance) Develpment f methdlgies fr ICT use (preparatin f instructrs) Strengthening career rientatin and career awareness There is an existing innvative schl netwrk t rely n Students equipment develpment (ensuring students access t digital devices) Availability f a lt f free cntent (currently unused) Bring yur wn device! Digital teacher further trainings Access t EU funds fr develpment guaranteed until 2020 Cmmn learning management system Infrastructure develpments Trade develpment Technlgical / equipment shrtages + bsleteness in the institutins (it is imprtant t make equipment available in classes ther than infrmatin technlgy) Mst f the instructrs have insufficient mtivatin (inclusiveness, fear frm changes) Lack f digital preparedness f vcatinal teachers Lack f fundatin skills public educatin shuld have transferred Insufficient amunt f digital learning materials Miscnceptins abut e-learning The industry wants specialists t meet tday s needs while VET institutins want t prepare fr the future Students have a lack f knwledge - shrtages in ICT cmpetences (e.g. they cannt brwse the internet fr infrmatin) Incherent interests Digital learning materials nt updated, with inapprpriate cntent Children with disadvantages and multiple disadvantages (lack f tls and mtivatin) Changing/unfreseeable legislative envirnment Rapid utdating in technlgical and prfessinal terms Unsynchrnised develpment f knwledge cntent and tls Lack f availability f a nn-stp IT helpdesk Fear f changes (rejectin) Basic deficiencies (students) If curriculum develpment des nt take accunt f labur market requirements The balance between the use f traditinal and digital methds and tls may be upset Vcatinal training in ICT des nt prepare fr the labur market but fr entrance t higher educatin Internatinal experience is nt utilised Huge cmplexity f tasks As appears frm abve, the experts invlved in the strategy-making prcess regard the vcatinal educatin and training centres set up under the prfessinal management f the peratrs f the Ministry f Natinal Ecnmy (MNE) amng the strengths f the area f vcatinal educatin. The infrastructural backgrund fcused in the centres and the pprtunity fr the exchange f experience between instructrs can cntribute t the develpment f a digital educatinal envirnment as well as t the adptin and disseminatin f the new methdlgical culture. The small number f extremely enthusiastic and mtivated teaching staff was mentined as a further strength, as they are pen twards the use f new methds and tls supprting digital learning. Other strengths include students access t smart devices, the extensin f the dual training prgramme, and the availability f dmestic cntent develpers, wh can be invlved in the develpment f digital learning materials and interactive interfaces. The experts view the increasing chances t enter the labur market, the high degree f gvernmental cmmitment, the spread f mbile devices, the elabratin f the quality management system, and the methdlgical preparatin f instructrs as an pprtunity fr expliting the ptential f digital cmpetence develpment. The main weakness f the present VET system is the lack f technlgical infrastructure and equipment f the institutins and the bsleteness f existing devices. Mst teachers and vcatinal 68

69 instructrs are under-mtivated and afraid f changes with the lack f technlgical preparedness lying in the backgrund in many cases. The situatin is made even mre difficult by the lack f fundatin skills which students shuld have acquired in public educatin: they d nt have sufficient IT knwledge r cmpetences required fr digital educatin and they are nt familiar with the new learning techniques, nr with the new methds and tls fr acquiring infrmatin. In the area f vcatinal educatin there are few learning materials available, and mst f them are ut-f-date as far as experts have experienced. Regarding the integratin f digital educatin int vcatinal training, ne f the threats mentined is that the quality f digital learning materials is nt satisfactry, which is basically due t the fact that a majr part f the digital learning materials develped in vcatinal educatin were published in the mid-2000s, s their cntent shuld be revised. At the same time, the mtivatin f students with disadvantages and multiple disadvantages, whse prprtin is rather high amng VET students, is lw, and they d nt even have the basic ICT equipment. Frm their viewpint, this results in further segregatin in the field f digital educatin and makes the inclusin f digital educatin prblematic. The changing, unfreseeable legislative envirnment, the rapid utdating in technlgical and prfessinal terms, the unsynchrnised develpment f the triple unit f knwledge-cntent-tls, the high number f vcatinal training curses (several hundreds f trades), and the risk that labur market needs and requirements will nt be channelled int the develpment f teaching materials all pse additinal threats. By placing vcatinal training n a digital educatinal platfrm, experts envisin a VET system which enables its students t acquire the digital vcatinal cmpetences they will need fr entering the labur market, explits the ptential f digital pedaggy fr the purpses f mtivating students and increasing the effectiveness f learning, and uses digital technlgy fr the quality assurance f the learning prcess. 3.2 Visin The vcatinal educatin and training pillar has defined a visin fr the VET system, where: Under the cntrl f the minister in charge f emplyment plicy, vcatinal educatin basically ffers training curses that are tailred t labur market requirements and specific lcal circumstances in a dual system, which is available t all students wh are willing t learn. The cntent requirements f vcatinal training are set ut as learning utcmes including, mst imprtantly, digital knwledge, skills and cmpetences. As regards the use f ICT, yung peple entering secndary educatin are already able t search, evaluate, stre, create, present and transfer infrmatin based n multimedia technlgy and participate in nline netwrk at the level f cmpetence. 69

70 Relying n these cmpetences, digital devices are in the fcus f the educatinal activity f VET centres and institutins nt perated by the state, thus enabling yung VET graduates t enter the labur market with the ability f and the need fr independent learning and selfdevelpment. In the curse f the theretical instructin f general and vcatinal subjects and practical training, teachers and vcatinal instructrs use digital systems that supprt learning 31 at the level f cmpetence, relying n the students wn ICT devices. There is an apprpriate number f high-quality digital learning materials available t students, and their validatin takes place with the invlvement f labur market participants. The pedaggical prcess fcuses n supprting the individual learning path f students, which cntributes t reducing the number f early schl-leavers. The develpment f digital cmpetences is nt carried ut in the framewrk f ne single subject, but appears thrughut the entire spectrum f educatin. At the same time, the teaching f the IT subject is given an imprtant rle as it prvides fr the cntinued develpment f students cre digital cmpetences based n initial training. In this cntext, the cmmn framewrk f reference fr infcmmunicatins (IKER) is intrduced, as it is suitable fr identifying the level f digital cmpetence f students, vcatinal subject teachers and practical instructrs as well as fr mnitring their develpment. In classrms and practical wrkshps there are apprpriate hardware and sftware available fr the theretical and practical teaching f the trades cncerned, and there is access t bradband internet cnnectin in the educatinal and cmmunity areas alike. Teachers and vcatinal instructrs regularly develp their digital cmpetences, which the state supprts by prviding free further training prgrammes and prmting hrizntal learning pprtunities and schl netwrks. The digital administratin system f vcatinal training institutins ensure that teachers, vcatinal instructrs as well as the students and their parents have access t up-t-date infrmatin cncerning the students individual academic prgress and the pprtunities supprting it. Vcatinal training is planned with the help f a central electrnic database which relies n labur market requirements and prvides up-t-date infrmatin fr the indicatrs f the system mnitring the implementatin f digital educatin. 3.3 Strategic Gals Withut acquiring an adequate level f digital cmpetences, emplyees will be unable t jin prductin prcesses, perate devices r tls, cmmunicate with their clleagues r clients, r keep their knwledge up-t-date. 31 (LMS - learning management system) 70

71 Wrkfrce with a lack f apprpriate digital cmpetences puts businesses at a cmpetitive disadvantage, because it prevents them frm using the mst state-f-the-art and efficient technlgies and engaging in mdern prductin management prcesses. Mrever, it is their respnsibility as emplyers t arrange and finance additinal, supplementary training. In rder t make sure that VET graduates acquire the general and vcatinal digital cmpetences required by the labur market and necessary fr cntinuing educatin, in harmny with and cmplementing the VET cncept apprved by Gvernment Decisin N 1040/2015 f 10 February 2015 entitled Vcatinal educatin and training in the service f the ecnmy as well as the gals set by the public educatin pillar, the vcatinal educatin and training pillar f The Digital Educatin Strategy f Hungary aims t achieve the fllwing strategic gal in respect f the vcatinal educatin and training sectr: T ensure that students cmpleting vcatinal educatin and training acquire general and vcatinal digital cmpetences required by the labur market and necessary fr cntinuing educatin. The prmtin f digital educatin amng institutins engaged in frmal vcatinal educatin and training is nt an end in itself, but a very imprtant tl f guaranteeing that yung VET graduates have apprpriate labur market cmpetences als in this area, which enables them t slve prblems n their wn. With regard t the fact that digital literacy is vital fr lifelng learning, it is f special significance t ensure that students have an apprpriate level f general digital cmpetences required fr cntinuing educatin. Based n the experience f emplyers, yung peple graduating frm vcatinal training d nt use digital devices and prgrammes at the level f cmpetence, which makes their n-the-jb training fr the use f certain cmpany-specific applicatins rather difficult. In additin t the knwledge and use f trade- and cmpany-specific IT systems, the ability f and the need fr independent learning and self-develpment are indispensable fr prfessinal advancement, fr which digital platfrms serve as excellent tls. Acquiring infrmatin in this way makes it pssible t cntinuusly increase prfessinal knwledge and keep it up-t-date. We recmmend that the strategic gal presented abve shuld be implemented thrugh the identificatin f develpment gals and the specific gals aimed at their achievement as fllws: 71

72 STRATÉGIAI CÉL A szakképzésben végzett tanulók rendelkezzenek a munkaerő pác által elvért, valamint a tvábbtanuláshz szükséges általáns és szakmai digitális kmpetenciákkal FEJLESZTÉSI CÉLOK AZ intézményvezetők elköteleződésének növelése a digitális ktatás, illetve a digitális ktatási adminisztráció területén A tanárk és szakktatók digitális kmpetenciáinak fejlesztése a XXI. századi technikai és a szakmaspecifikus követelményeknek megfelelően A szakképzési intézmények digitális ktatáshz szükséges infrastruktúrájának fejlesztése Digitális szakmai tartalmak biztsítása valamennyi szakma vnatkzásában SPECIFIKUS CÉLOK Az ktatást támgató digitális adminisztrációs eszközök használatának intézményvezetői támgatása valamennyi szakképzési Intézmény esetében A digitálistanítási és tanulási módszerek alkalmazásának ösztönzése gyakrlattá válik intézményvezetői szinten a szakképzési intézményekben A tanárk és szakktatók rendelkezzenek a digitális ktatáshz szükséges technikai ismeretekkel és módszertani kmpetenciákkal A tanárk és szakktatók váljanak elkötelezetté a digitális ktatás irányában A szakképzési intézmények rendelkezzenek a digitális tanításhz és tanuláshz szükséges krszerű infrmatikai eszközökkel Valamennyi szakképzési intézmény rendelkezzen a digitális ktatás kiterjesztéséhez szükséges internet hzzáféréssel és WiFi hálózattal A tanárk és szakktatók munkaerő-piaci szempntba releváns digitális tártálmakra építve legyenek képesek a szakmákhz szükséges tudás átadására, valamint az azkhz tartzó kmpetenciák kialakítására A digitális tartalmak megsztásának támgatása STRATEGIC GOAL T ensure that students cmpleting vcatinal educatin and training acquire general and vcatinal digital cmpetences required by the labur market and necessary fr cntinuing educatin DEVELOPMENT GOALS T increase the cmmitment f institutin heads twards digital educatin and digital educatin administratin T develp the digital cmpetences f teachers and vcatinal instructrs in line with the technical and trade-specific requirements f the 21st century T imprve the infrastructure necessary fr digital educatin in vcatinal training institutins T ensure the availability f digital vcatinal cntent in respect f all trades SPECIFIC GOALS T ensure that institutin heads supprt the use f digital administratin tls that supprt educatin in all vcatinal institutins T prmte the use f digital teaching and learning as a practice at the level f management f vcatinal training institutins T make sure that teachers and vcatinal instructrs have the technlgical knwledge and methdlgical cmpetences required fr digital educatin T make teachers and vcatinal instructrs cmmitted t digital educatin T guarantee that vcatinal training institutins are equipped with all mdern ICT tls that are required fr digital teaching and learning T prvide access t the internet and a WiFi netwrk necessary fr spreading digital educatin in all vcatinal training institutins T enable teachers and vcatinal instructrs t transfer the knwledge required fr the trades cncerned based n digital cntent that are relevant t the labur market and t develp the related cmpetences T supprt digital cntent sharing 72

73 The fllwing table shws the main indicatrs which measure the implementatin f the specific gals. STRATEGIC GOAL DEVELOPMENT GOAL SPECIFIC GOAL EXPECTED OUTCOME INDICATORS Students cmpleting vcatinal educatin and training acquire general and vcatinal digital cmpetences required by the labur market and necessary fr cntinuing educatin. The cmmitment f institutin heads twards digital educatin and digital educatin administratin increases. Develpment f the digital cmpetences f teachers and vcatinal instructrs in line with the technical and trade-specific requirements f the 21st century. Institutin heads supprt the use f digital administratin tls that supprt educatin in all vcatinal institutins. The prmtin f the use f digital teaching and learning methds becmes a practice at the level f management f vcatinal training institutins. Teachers and vcatinal instructrs acquire the technlgical knwledge and methdlgical cmpetences required fr digital educatin. Vcatinal training institutins use a cmmn administratin system which makes their peratin mre cstefficient and transparent bth fr their internal and external partners. The strategic dcuments f the institutins include all institutinal principles and prfessinal cncepts cncerning digital educatin, which teachers and vcatinal instructrs intentinally use. Teachers and vcatinal instructrs use digital tls fr the purpses f their wrk t prepare fr classes as well as during the lessns. They have acquired knwledge cncerning digital teachinglearning methdlgy which they use at the level f cmpetence. The rati f institutins using the cmmn administratin system cmpared t all VET institutins (%). The rati f digitally supprted lessns cmpared t all lessns (%). The rati f digitally supprted practical wrkshps cmpared t all practical wrkshps (%). The number f institutinlevel regulatry dcuments n requirements related t digital educatin (pcs). Rati f teachers with digital cmpetences cmpared t the ttal number f teachers at institutinal level (%). Rati f vcatinal instructrs with digital cmpetences cmpared t the ttal number f vcatinal instructrs at institutinal level (%). The qualitative indicatrs f digitally supprted lessns/wrkshps (based n the assessment f students, 73

74 teachers, vcatinal instructrs). Teachers and vcatinal instructrs are cmmitted t digital educatin. The teachers and vcatinal instructrs f vcatinal training institutins are aware f the advantages f digital educatin and use it in the teachinglearning prcess n a regular basis. Rati f usage f nline platfrms by teachers and vcatinal instructrs cmpared t the ttal number f teachers and vcatinal instructrs at institutinal level (%). Develpment f the infrastructure necessary fr digital educatin in vcatinal training institutins. Vcatinal training institutins are equipped with all mdern ICT tls that are required fr digital teaching and learning as well as with infrastructure supprting the use f learning techniques. All vcatinal training institutins taking the cntent f the institutin s vcatinal educatin activity int accunt have Internet access and a WiFi netwrk required All classrms and practical wrkshps have access t equipment suitable fr hlding lessns and practical training sessins. All classrms and practical training rms have internet access. Students have access t a managed netwrk and internet at schl. The average age (years) f cmputers (laptps). Number f students per cmputer (head). Number f students per prtable cmputer (head). Number f devices in prprtin t the number f classrms/practical training rms (%). The bandwidth available in the institutin (Gb/s). Bandwidth per student in the institutin (Gb/s). Rati f classrms with internet access cmpared t the number f all classrms (%) (including number f classrms with WiFi access). 74

75 fr spreading digital educatin. Rati f practical training rms with internet access cmpared t the number f all practical training rms (%) (including number f rms/spaces with WiFi access). Number f students per cmputer used fr cmmunity purpses and having internet access (head). The availability f digital vcatinal cntent in respect f all trades. Teachers and vcatinal instructrs are able t transfer the knwledge required fr the trades cncerned based n digital cntent that are relevant t the labur market and t develp the related cmpetences. Trade-specific digital cntent and learning materials available t vcatinal training institutins. Number f digital study materials per trade (pcs). Supprting digital cntent sharing. An nline knwledge sharing interface perated and maintained n a natinal scale. Quality indicatrs f the nline knwledge sharing interface perated and maintained n a natinal level (based n the assessment f the teachers and vcatinal instructrs using the interface). The mnitring tasks f the strategy (the implementatin f the gals f the DES and the cntinuus updating f the situatin analysis) wuld be defined and perfrmed by the Digital Methdlgy Centre (DMC) which is prpsed t be set up within the framewrk f the institutin system. 75

76 3.4 Set f tls Set f utput requirements that supprts digital cmpetence develpment Launching sectr-specific pilt prgrammes t identify general and prfessinal digital cmpetences required by the labur market. The emplyer interviews cnducted in the preparatry stage f the strategy pinted ut the need fr identifying the scpe f general and vcatinal digital cmpetences expected by the labur market with the invlvement f future emplyers. With regard t the high number f trades, it is impssible t assess needs in each individual case. Hwever, in the case f sme sectrs (industries) that are f key significance frm the aspect f emplyment and digitalisatin, it wuld be useful t create, as a pilt prject, cperatin platfrms where emplyers, vcatinal training institutins and ther stakehlders invlved in the elabratin f the utput requirements and framewrk curricula f vcatinal educatin and training will review the current regulatry dcuments tgether and identify the requirements which are essential fr yung VET graduates f a specific trade t becme successful n the labur market. In additin, accrding t ur expectatins, the mre intensive invlvement f labur market participants will initiate clser partnerships which can ensure the cntinuus presence f prfessinal requirements in the training cntents and tls. This may have a psitive impact n the emplyment chances f thse wh have acquired vcatinal qualificatins (prepared wrkfrce) as well as n the increased ecnmic prfitability f cmpanies (mre efficient wrk). Review and further develpment f vcatinal and examinatin requirements, vcatinal requirement mdules and VET framewrk curricula with the aim f supprting digital cmpetences. The regulatry dcuments shuld highlight the industry-specific IT requirements in the case f all types f vcatinal qualificatin (e.g. digital design prgrams, drawing prgrams, use f planning and budgeting prgrams, digital management skills, etc.). In ur mdern wrld, the digital transfrmatin f trades and prfessins is s intensive that it necessitates changes in the cntent f vcatinal training and, in particular, in the tls required fr the pursuit f certain prfessins. Tday, a prductin prcess is almst unimaginable withut mdern equipment (prductin lines) and management systems. Fr this very reasn, it is crucial t lay an emphasis n IT cmpetences specific t a certain trade r prfessin amng the requirements fr acquiring qualificatins. T this end, it is necessary t review and update all vcatinal and examinatin requirements, requirement mdules, and VET framewrk curricula in respnse t the current IT needs f the industries cncerned. Adding an element supprting digital cmpetence develpment t the interfaces f framewrk curricula in respect f each element f the utput requirements. Methds based n students digital key cmpetences shuld be included in the framewrk curricula f nn-it subjects as a cmpulsry element. 76

77 In rder t integrate digital cntents and teaching-learning methds supprted by cutting-edge technlgies int the everyday practice f vcatinal training institutins, it is essential t make sure that these requirements are clearly reflected in the regulatry tls determining the vcatinal training cntents f the individual trades. Therefre, the task is t review and update framewrk curricula by adding cntent-methdlgy elements that include digital cmpetence develpment. Presenting digital cmpetences as a criterin f prfessinal advancement in the life path mdel f teachers and vcatinal instructrs wrking in vcatinal educatin. The vcatinal training develpment cncept plans t elabrate and intrduce a special life path mdel which is similar t the life path mdel f teachers. This invlves setting ut the requirements f the system f advancement f vcatinal subject teachers and instructrs cncerning digital cmpetences (IKER Levels 3 and 4). Presenting digital educatin as an assessment criterin in the schl inspectin system Trade-specific learning materials that supprt digital cmpetence develpment Establishing a digital knwledge base and digital cde f practice which cntain e-learning materials meeting labur market demands in respect f each vcatinal qualificatin t cver all vcatinal utput requirements fr the purpses f supprting different learning needs pssibly in a number f alternative versins. In the case f all vcatinal qualificatins it is essential t develp e-learning materials adapted t labur market requirements, cllect and, where necessary, update existing nes, and t create a methdlgical base fr digital teaching-learning prcesses with a view t prviding prfessinalmethdlgical assistance t vcatinal subject and practical instructrs fr hlding ICT-supprted lessns as well as fr efficiently develping the digital cmpetences f students. AT present, the existing digital learning materials are nt cmplete, they are f varied quality, and there is n cmmn platfrm (knwledge base) which teachers and vcatinal instructrs culd quickly and easily access. Ensuring the creatin f digital cntent develped by teachers f vcatinal subjects and practical instructrs. In additin t the develpment f learning materials, it is als imprtant t mtivate vcatinal subject teachers and practical instructrs fr creating their wn digital cntent and t prvide an interface fr such new cntent. Anther aim is t elabrate and intrduce an incentive prgramme in VET institutins. Ensuring the share f digital cntent within and between the institutins. The recmmended knwledge and methdlgy base is suitable fr enabling the teachers and instructrs f VET institutins prviding identical training prgrammes t share their methdlgical slutins and the digital cntents they have develped regardless f gegraphical distances. By 77

78 develping a frum functin it will be pssible t build virtual prfessinal cmmunities, thus engage in prfessinal cnsultatins, and learn frm ne anther. While functining as a cllectin f pedaggical gd practices, this kind f knwledge sharing prtal culd ffer an pprtunity fr independent learning, self-assessment as well as cntent sharing and cperatin with vcatinal teachers and practical instructrs Develpment f the digital methdlgical practice f teachers and vcatinal instructrs Adding cntents required fr digital educatin t the requirements f vcatinal instructr (BSc), engineer instructr and ecnmics teacher training curses as well as curses preparing fr the master s examinatin. The fulfilment f digital cmpetence requirements necessary fr transferring knwledge and develping cmpetences shuld be a basic criterin fr teachers t acquire a qualificatin in the theretical and practical instructin f vcatinal subjects. The utput requirements must be reviewed in respect f all relevant training prgrammes and qualificatins, and they must be cmplemented with the digital cmpetence requirements necessary fr educatin and training. Prviding specialised further training supprting digital educatin t teachers f vcatinal theretical subjects and practical instructrs. Similar t the further training system f teachers, it is als necessary t prvide training curses which enable vcatinal theretical subject teachers and practical instructrs t acquire in-depth, trade-specific technlgical knwledge. In additin, there is a need fr further training curses aimed at the develpment f general digital cmpetences, which wuld prvide an pprtunity t already graduated and practising teachers and vcatinal instructrs fr further develpment. The training/further training requirements set ut in the public educatin pillar must be extended t teachers f vcatinal theretical subjects and practical instructrs wh wrk in the vcatinal educatin and training system. Supprting the intrductin f Learning Management Systems in vcatinal training institutins. The measures f the public educatin pillar include the establishment f an electrnic platfrm, which prvides assistance in the prcess f teaching and learning fr teachers and students alike. This platfrm is suitable fr creating, editing, sharing and playing e-learning materials, assigning measurement-assessment tasks as well as cllecting and evaluating the results, prvided that the nature f the task makes this pssible. It is als pssible t allw vcatinal subject teachers and practical instructrs t be channelled int this platfrm. 78

79 In additin t the creatin f a cmmn framewrk, it is imprtant t make sure that the teachers f vcatinal subjects and practical instructrs get familiar with the currently available learning supprt and learning material editing systems, fr which it is necessary t rganise further training curses. Establishing cmmunicatin channels necessary fr the sharing f digital methdlgies within and between the institutins. The establishment f a knwledge and methdlgy base (nline platfrm) can assist teachers and practical instructrs in selecting and adpting the teaching-learning methdlgy that best suits their specific thematic field. Anther methd f hrizntal learning is t supprt the rganisatin f wrkshps within and between the vcatinal training institutins, als within the framewrk f cmpulsry further training curses. These wrkshps can serve as an apprpriate frum fr the presentatin and adptin f gd practices and the transfer f tacit knwledge. The develpment and disseminatin f the knwledge sharing culture represents substantial added value frm the aspect f the imprvement f cperatin between teachers and instructrs, thus cntributing t the cntinuus expansin and updating f digital teaching-learning methds and cntents. Furthermre, the wrkshps can als add t an increase in persnal cmmitment and mtivatin Digital infrastructure develpment in specialised classrms and wrkshps Building a Gb/s netwrk required fr lcal data traffic in each classrm and practical training site. On the basis f the parameters specified by the public educatin pillar and in line with the results f the technical and viability assessments f the wrking grup set up fr the purpses f implementing Sectin 3(b) f the Gvernment Decisin n the Digital Success Prgramme, it is necessary t build a lcal netwrk required fr hlding lessns and wrkshps in a digital envirnment in all specialised classrms and practical training sites (wrkshps, etc.). Prviding WiFi cverage in all specialised classrms as well as in schl and cmpany wrkshps. In rder t invlve students wn equipment and mbile devices int the learning prcess, it is essential t prvide WiFi cverage. Fr this very reasn, effrts shuld be made t ensure that the WiFi netwrk required fr the acquisitin f knwledge is available nt nly in the area f vcatinal training institutins, but als in cmpany wrkshps, in due cnsideratin f the findings f the technical and viability assessments. Establishing nline learning platfrms als available t students at institutinal, class, vcatinal qualificatin and subject levels. The knwledge sharing prtal specified in the public educatin pillar must be created in a way that it shuld be accessible t students as well, thus prviding an nline learning platfrm which is able t manage the creatin f virtual cmmunities f varius levels (institutin, class, vcatinal 79

80 qualificatin, subject), the jint acquisitin f knwledge and prblem slving, r even the measurement and assessment f the knwledge acquired. Building and imprving specialised digital classrms supprting vcatinal educatin (e.g. 3D designers, study ffices etc.). In the case f trades where digital devices and prgrammes have an emphatic rle within the basic set f tls, it is f key imprtance t ensure that vcatinal training institutins have well-equipped specialised classrms which are suitable fr the transfer f vcatinal skills and knwledge at a high standard. Future emplyers can give useful input criteria fr the equipment f the specialised classrms because in this way they will be suitable fr teaching the use f technical devices, prgrammes and systems that are actually used in practice. Making mbile equipment available t students anywhere in the area f the institutin. In rder t prvide wide-ranging assistance fr ICT-supprted independent learning and prblemslving and t create equal pprtunities, it is highly imprtant t ensure that mbile devices required fr learning are available t students nt nly in the classrms but als in the cmmunity areas (e.g. lbby, library, etc.). Therefre, it may be necessary t furnish a rm in each institutin where the participants f the training have a pssibility t use ICT tls fr learning purpses utside the classrm as well Develping the management s cmmitment twards supprting digital educatin Prviding further training n the methds f the institutinal disseminatin f digital educatin t heads f institutins and practical training. The digital transfrmatin f vcatinal training institutins is impssible withut the cmmitment f their management. Fr this reasn, it is f key imprtance t rganise management training prgrammes which present the advantages f digital educatin, take accunt f the cnditins required fr digital educatin, and prvide methdlgical supprt fr its intrductin at the institutinal level. Full intrductin f a standard, cntinuusly maintained digital administratin system t supprt educatin in all vcatinal training institutins. Generalising the use f the electrnic class register is an equally essential task frm the aspect f educatin administratin and parent infrmatin, s it is given pririty amng the measures f the public educatin pillar. In the case f vcatinal training institutins, regular cntact with parents is f utmst significance as it is this level f educatin that the drp-ut rate and the number f early schl-leavers is the highest. Furthermre, digital educatin administratin slutins shuld guarantee that vcatinal teachers, practical instructrs, and vcatinal training institutins can fulfil their data disclsure bligatin and access infrmatin that is required fr the perfrmance f their activities. 80

81 3.5 Lgical Framewrk Matrix DEVELOPMENT GOALS/SPECIFIC GOALS T imprve the infrastructure necessary fr digital educatin in vcatinal training institutins T develp the digital cmpetences f teachers and vcatinal instructrs in line with the technical and trade-specific requirements f the 21st century T ensure the availability f digital vcatinal cntent in respect f all trades T increase the cmmitment f institutin heads twards digital educatin and digital educatin administratin GROUP OF TOOLS Mdern IT tls and infrastructur e required fr digital teaching and learning T imprve access t the internet in vcatinal training institutins ICT knwled ge, methd lgical prepared ness Mtivati n and interest in digital educati n T prvide digital cntent relevant t the labur market in all trades Digital knwle dge sharing Extensive use f digital administra tin tls that supprt educatin T increase the cmmitmen t f institutin heads in vcatinal training institutins Digital vcatinal utput requirements Digital vcatinal cntent Develpment f teachers and vcatinal instructrs X X X X X X X X X X X X X X X 81

82 Digital infrastructure X X Institutin management X X X X 3.6 Financing In additin t the state budget, vcatinal training develpments are als funded by the Human Resurces Develpment Operatinal Prgramme (HRDOP) and the Ecnmic Develpment and Innvatin Operatinal Prgramme (EDIOP). The 2016 Annual Develpment Budget (ADB) f the HRDOP des nt finance prgrammes supprting vcatinal educatin and training, and althugh the peratinal prgramme makes reference t the VET develpment bjective within the investment pririty entitled Infrastructure investments fr increasing the knwledge capital in Chapter 9 f the OP, in setting ut the ex-ante cnditinalities it already clarifies that vcatinal educatin and training belngs under the EDIOP. The 2016 Annual Develpment Budget 32 f the EDIOP mentins tw VET-related pririty prjects and ne financing scheme, which can be applied fr in the frm f grant applicatins. The abve three financing schemes prvide develpment funds fr vcatinal educatin in a value f mre than HUF 17 billin in grss terms. It shuld be made clear, hwever, that in the framewrk f these three EU prjects vcatinal educatin and training must share the available funds nt nly with adult training but als with general purpse gals that are independent f digital educatin and training. The digital develpment f vcatinal educatin must nt be a ne-ff and clsed task. As the wrld, technlgies and digital systems are develping, digital cntents, infrastructure as well as the knwledge f teachers and vcatinal instructrs, etc. must als be cntinuusly develped. Prject financing is nt an apprpriate means fr this, instead, there is a need fr a reliable surce f funding, which can nly be prvided frm the state budget. 32 Gvernment Decisin N 1006/2016 f 18 January 2016 amended by Gvernment Decisin N 1201/2016 f 15 April

83 4 HIGHER EDUCATION 4.1 Situatin Analysis The general state f higher educatin Internatinal and natinal trends In line with the OECD s publicatin n the educatinal sectr 33, a dcument which is regarded relevant and well-established all ver the wrld, the Hungarian higher educatin strategy Upgrading in higher educatin 34 lays special emphasis n transfrming higher educatin and rethinking its tasks, while it als fcuses n its utstanding rle in successful entry n the labur market. The expansin f higher educatin is still nging in the wrld. In terms f the OECD average, mre than 20% f the yuths are first generatin graduates, which has a definitely psitive effect bth n the scial expenses and the innvatin and develpment capacities f a cuntry. Having recgnised this ptential, ur cuntry has decided t increase the number f higher educatin graduates t 30% by In ur cuntry, the switch t the Blgna system was nt s smth. Internatinal trends shw that althugh the number f students entering bachelr s prgrammes is much higher than thse in master s degree curses, a master s degree ffers better pprtunities (higher salary) n the labur market. Since 2010 the value f budgetary resurces allcated t higher educatin decreased in several OECD cuntries. In the frthcming decades, the demgraphic and ecnmic factrs as well as the internatinal cultural partnerships are expected t urge changes in the glbal higher educatin sectr. Students mbility between cuntries will increase r decrease parallel with the ecnmic cperatin f these cuntries. The glbal exchange f knwledge will be multidirectinal. Let us just think f the partnerships already established and the nes yet t be established n accunt f research and educatinal prcesses nt nly between institutins but als between institutins and glbal cmpanies (the infrastructure and knwledge base managed by the NIIF Institute serve this very purpse). This makes institutins which have explited the pprtunities ffered by these partnerships visible at the glbal level as well checksum=22c046527f563b c042041fbff;

84 Higher educatin is gradually transfrming als due t the need fr new learning techniques and the grwing ptential f digitalisatin. In additin, the transfrmatin pressure and the intrductin f digital tls and methds prvides an pprtunity fr laying the grundwrk fr a mdern higher educatin system. 36 The features f mdern higher educatin are: Quality imprvement due t shared, available, high-quality learning materials and creative, mdern pedaggy. Develpment f a mre cmplex higher educatin system by imprving access and supprting lifelng learning. Better internatinal visibility and easier internatinal entry achieved thrugh addressing new internatinal student grups. Opprtunities fr better lcal and glbal cperatin. Individual learning path based n high-quality data. Our cuntry has made significant prgress in the integratin f labur market needs by prmting dual training. The intrductin f the dual training system creates an pprtunity fr increasing the number f future higher educatin graduates wh are capable f entering the labur market immediately, withut several years f further training r further expenses. Thus, the training mdel cntributes t the achievement f the bjectives laid dwn in the new higher educatin cncept entitled Upgrading in higher educatin aimed at reducing the drp-ut rate, prmting practiceriented training, and ffering degrees that match with the actual labur market needs The situatin f IT training prgrammes 37 Infrmatin technlgy is taught in 20 higher educatin institutins in 13 cities f the cuntry t a ttal number f sme 19,000 students accrding t the data f the 2015/2016 academic year. 38 The number f students admitted t BSc and MSc curses in infrmatin technlgy has declined by 18% in the past five years despite the fact that infrmatin technlgy is the mst dynamically grwing industry and the number f tasks requiring a higher educatin degree in IT is increasing expnentially all ver the wrld. Vacancies in IT jbs amunt t ver 20,000 in ur cuntry. Market actrs cmplain abut unsatisfied labur demands at all levels f the infrmatin technlgy industry. There is a need nt nly fr highly qualified prfessinals, but als fr technicians serving lwer levels. Hwever, mst majr cmpanies perating in the ICT industry require a higher educatin degree and knwledge as a general criterin. On the ther hand, there is als a substantial 36 New mdels f learning and teaching in higher educatin; High Level Grup f Mdernisatin f Higher Educatin; Octber 2014; 37 Surce: Versenyképes ktatás, versenyképes munkaerőpiac - Javaslatk az infrmatika helyzetének javítása érdekében a magyar ktatásban; (Cmpetitive educatin, cmpetitive labur market - Recmmendatins fr imprving the situatin f infrmatin technlgy in Hungarian educatin); NHIT Surce: Educatinal Authrity 84

85 demand fr junir prgrammers withut advanced knwledge in mathematics and physics. Typically, the market is s hungry that sme cmpanies tend t entice this wrkfrce frm the lwer years f higher IT specialist training prgrammes, which has a detrimental effect nt nly n individual careers but als n the labur market in the lng run. Cmpanies are f the view that the main task f the university is t transfer basic prfessinal knwledge which students can further develp in their area f specialisatin and which can serve as a basis fr the necessary industry- and cmpany-specific knwledge. The shrtage f IT specialists in terms f quantity and quality basically arises in three frms: insufficient number f specialists (shrtage); inapprpriate qualificatin levels, difference between the available and necessary expertise (gap); the training prgrammes are nt market- r practice-riented; difference between the expertise transferred by the training prgramme and the requirements f the labur market (mismatch); the training cntents are ften bslete. The reasn behind the quantitative shrtage is the lw number f applicants as well as the high drp-ut rate. Owing t the tp-heavy training structure, the practical training takes place after the initial theretical curses, s a lt f students drp ut f IT training after the first r secnd year with empty hands. This blinkered, inflexible training path des nt allw rm fr multi-utput training, which wuld take hetergeneus labur market needs int cnsideratin The digital situatin The situatin and cnditin f digital infrastructure 39 In sme areas, the basic ICT infrastructure in higher educatin is excellent and meets wrld-class standards, hwever, in sme ther fields it is belw the EU average. The basic netwrk infrastructure (HBONE+ system) is f utstanding quality. Pursuant t Gvernment Decree N 5/2011 f 3 February 2011 n the Natinal Infrmatin Infrastructure Develpment Prgramme, the NIIF Institute is respnsible fr the crdinated develpment f the infrmatin infrastructure and natinwide cmputer netwrk services f higher and public educatin institutins, research and develpment establishments, public cllectins, and ther educatin, scientific and cultural rganisatins n the HBONE+ backbne netwrk and fr access t natinal and internatinal netwrk cnnectins and infrmatin services. Higher educatin institutins have access t bradband internet cnnectin, the infrastructure is fully installed at all existing establishments. The new establishments will be cnnected t the netwrk under the SIOP prgramme. At the same time, 39 Digital Natin Develpment Prgramme - Prpsed cncept f the higher educatin sectr 85

86 there is a shrtage f intra-institutinal WiFi services, s many institutins have severe prblems with wireless bradband internet access, s they cannt explit the full ptential f bradband internet. It is als imprtant t nte that the amunt f funds available fr develpments in the Central Hungary regin was rather lw, s netwrk equipment will becme bslete in a few years time. The standardisatin f the netwrk culd be a key aspect in future develpments. Furthermre, the system f virtual cllabratin labs (VIRCA) is perated with the participatin f higher educatin institutins but at the MTA-SZTAKI base (Institute fr Cmputer Science and Cntrl f the Hungarian Academy f Sciences). The service f the NIIF Institute is called EDUROAM, which refers t a Eurpean virtual university campus. In the area f research and higher educatin the NIIF Institute has already established a system fr federated identity and authrisatin management (eduid, edugain), which is aligned with internatinal systems and prvides an apprpriate basis fr system-level identificatin. The Kempelen Farkas Digital Textbk Library, which prvides higher educatin cntents, currently cntains 13,000 titles and is used by thusand peple daily. The Electrnic Infrmatin Services Natinal Prgramme perating since 2001 prvides access t scientific databases in a central annual subscriptin system. As a result f the Scial Renewal Operatinal Prgrammes (SROP), in additin t the riginal 6 majr databases students, academics and researchers have access t mre than 20 databases Availability and use f ICT equipment 40 Almst 100% f students entering higher educatin have the apprpriate digital equipment (laptp, smartphne, desktp cmputer). Hwever, institutins have nt created pprtunities t enable the integratin f these private wrkstatins int the educatinal prcess. The digital services f the institutins are being cntinuusly develped: ne f the mst cmmn directins f develpment is the prvisin f a wireless netwrk (WiFi) cverage, which has been available in all majr institutins except fr ne r tw drmitries. Yet, the replacement f the IT infrastructure, especially the equipment, and the acquisitin f legal sftware are critical areas. The central prcurement prhibitin that started fur years ag cupled with the lss f the vcatinal training cntributin has led t the rapid deteriratin f the cnditin f equipment in higher educatin institutins. Other deficiencies include the purchase f tls and sftware that are required in small quantities fr special educatin and research tasks (e.g. in labratries r practical training sessins). Based n a survey cnducted by the NIIF Institute in the autumn f 2015, telephny expenses make up a relatively high prprtin f the institutins perating csts, which culd be lessened by intrducing the Vice ver IP, i.e. VIP service at sectral level. The institutins participating in the survey wuld basically welcme the intrductin f this well-established technlgy, but the 40 Felsőktatási infrmatikai és hallgatói szlgáltatási területek felmérése (Assessment f ICT and student services areas in higher educatin) - Final review; MKIK GVI; 2014; page

87 implementatin f a service f this nature requires the upgrading f the rganisatinal and ICT infrastructural backgrund in the case f several institutins. 41 Based n data frm the 2015/2016 Natinal Statistical Data Cllectin Prgramme (OSAP), there are great variatins between the institutins in terms f the number f cmputers per student. On average, the number f cmputers is ne quarter f the number f students in the institutins 42. In general, all cmputers have bradband internet cnnectin, except fr nly 174 f the mre than 77 thusand wrkstatins. As regards sftware, it is imprtant t nte that the use f legal sftware is nt a general practice, particularly fr students wh have difficulty accessing the legal versins f prfessinal sftware during their studies 43. It wuld therefre be reasnable t launch aid prgrammes which facilitate the use f prfessinal sftware in higher educatin and which are based n the cperatin f sftware prducers and the institutins. The clud technlgy is nt widely used in higher educatin. Althugh institutins use it fr sme purpses, typically this is nt a deliberate activity (e.g. Ggle Drive, etc.). Based n the NIIF survey, it is advisable fr institutins t intrduce clud services (IaaS, PaaS, SaaS) s as t make the remte use f varius types f services available Digital cmpetences and attitudes (academics, students, emplyees, managers) 44 Dmestic demgraphic prcesses and the relatively narrw utput f secndary schls awarding a general certificate f secndary educatin d nt favur the achievement f the strategic gal undertaken in EU Hwever, the decreasing number f students is als a resurce, because the resulting free capacities can be utilised efficiently during the quality transfrmatin f higher educatin. The develpment f digital cmpetences in higher educatin are aimed at the fllwing: enhancing existing digital literacy (cncerning ICT tls relating t prfessinal training, relying n already acquired cre cmpetences); prviding access t tls relating t prfessinal training; increasing utput in terms f quantity and quality in IT training. 41 Vállalkzási szerződés keretében a felsőktatási tagintézmények által használt infrmatikai szlgáltatásk felmérése (Assessment f IT services used by higher educatin member institutins under a service cntract) survey and the prductin f statistics fr the NIIF Institute, September The headcunt data include the number f students in evening and crrespndence curses. 43 Althugh there is an example fr this as well: at BCE (Crvinus University f Budapest) there are nearly 100 prgrammes that students can access with their Neptun cde. 44 Digital Natin Develpment Prgramme - Prpsed cncept f the higher educatin sectr 87

88 As fr thse wh enter higher educatin in the framewrk f lifelng learning but wh have n digital literacy, there is a need fr special higher educatin pedaggical interventins in respect f lder students and senir academics alike. There is a shrtage f IT specialists n the Hungarian labur market bth in terms f quality and quantity, which affects the ICT sectr itself as well as sectrs using ICT, clearly hindering the grwth f these sectrs. Mrever, in Hungary the rati f specialists with a qualificatin in prductin is very lw. Therefre, it is equally imprtant t expand ICT specialist training bth in quality and quantity and ensure their future supply. Significant prgress has been made in this area recently. At the University f Óbuda there is a cmpetence centre develped with large ICT cmpanies, and the practice-riented renewal f Nrthern Hungarian ICT and related training prgrammes is being implemented within the framewrk f the SROP 4.1.2/F prject. ELTE is an EIT ICT KIC member participating in ICT research. This means that in the case f several institutins the current requirements f the ICT sectr are integrated n a daily basis int the educatinal prgrammes thrugh cmpetence centres cperating with cmpanies. Where a shrtage was fund, they have launched develpment prjects. It is a significant step frward in the area f training curses supprting R&D within the ICT sectr that fr the purpses f the EU Digital Agenda and Future Emerging Technlgies (FET) prgrammes, a Cnfidence and Security, a Future Internet, and a Future ICT centre was set up in Veszprém (PE), Debrecen (DE), and Szeged (SZTE). There is an increasingly wide range f prgrammes prmting ICT with the participatin f higher educatin institutins. Prgrammes familiarising year-ld students with STEM prfessins in the frm f games are highly successful The methdlgical backgrund and penetratin f digital educatin and learning 45 In the wake f the internatinal cmparisn f higher educatin prgrammes it can be cncluded that the Hungarian curse descriptins cntain few wrk frms that are different frm the traditinal nes (lecture, seminar, practice). The main bstacle t mdernisatin within study prgrammes is the centralised regulatin f the academic wrk, which recgnises nly the mst traditinal face-tface activities as paid wrking time. The training utput requirements and the MAB prgramme accreditatin prcedure undermines the natinal and institutinal accreditatin (and thus independent student wrk in freign languages) f natinal and internatinal nline prgrammes (nline curses available t masses). On anther stage f learning sme institutinal experiments have already been initiated: the existing university career centres are being turned int cmpetence centres where persnal career guidance, career rientatin, internatinal mbility and language teaching are planned t partly take place n a digital 45 Digital Natin Develpment Prgramme - Prpsed cncept f the higher educatin sectr, page 43 88

89 basis (the Videtrium established by NIIFI wuld have a key rle in this prject). The cntradictry and critical situatin f language teaching in higher educatin requires special attentin as n prgress can be expected withut nline learning. Student surveys reveal that a very lw level f digital supprt is given during the curses. The availability f curse descriptins, requirements, cntents, library aids and tests shws great variatins in vlume and quality in the faculties f the institutins. Despite the develpment effrts f institutins, we cannt talk abut standard student supprt in this area. The partial digitalisatin f curse-specific university libraries has smewhat imprved the situatin as a result f serius effrts but it is still far frm the cmpetitive internatinal standard. The institutin develpments carried ut s far have brught little imprvement in the area f digital cmpetences in spite f the fact that there are internatinally recgnised training systems (crprate academies) that are perfectly adapted t labur market demands as well as cmpanies (such as Cisc, Crning, Huawei, IBM, Micrsft, HTTP Fundatin, Oracle, Cdecl) which perate parallel with but partly inside the higher educatin institutins themselves. One f the greatest impediments t the spread f digital culture in higher educatin is that digital educatin is develping slwly and spradically. Anther imprtant methdlgical deficiency is that few academics have training develpment cmpetences that wuld enable them t hld their wn curses in an electrnic learning envirnment. Since in 2016 n Hungarian state-run higher educatin institutin had an internal further training scheme (invlving all members f the academic staff), the develpment f teachers digital cmpetences cannt be started at an adequate level The situatin f digital cntent develpment and cntent services Digital cntent develpment has been present in public educatin fr mre than a decade, almst in a pineer rle, while it nly gained grund in higher educatin in the late 2000s and the SROP perid. As a cnsequence, mst institutins became invlved in the develpment f e-learning cntent, althugh t a different degree. The results f institutinal cntent develpment are cllected in the Kempelen Farkas Digital Textbk Library, which cntained 13,000 titles including mre than 4,300 in a bk frmat in the spring f Nevertheless, earlier surveys pint ut the fact that a cnsiderable part f the upladed cntent cannt be cnsidered real e-learning materials as many f the lecture ntes can nly be dwnladed in.pdf frmat. Accrding t surveys, the use f the digital textbk libraries and electrnic learning materials is nt typical 46, althugh already in 2014 mre than 86% f the students wned a laptp (this percentage is clse t 100% nw). Students use their wn devices primarily fr the purpses f searching varius 46 Final review Felsőktatási elektrnikus tananyagk minőségi elemzése ( Analysis f the quality f higher educatin e-learning materials IN THE FRAMEWORK OF SROP PROJECT NO /K ; Educatinal Authrity

90 up-t-date cntents especially in the examinatin perids and share infrmatin with each ther using their wn scial netwrks. 13% f the students use the digital textbk library n a regular basis. Anther cntent prviding service which perates as a central develpment is the knwledge base available in the framewrk f the Electrnic Infrmatin Services Natinal Prgramme, which aims t buy electrnic infrmatin surces that are essential fr higher educatin and scientific research centrally, based n a natinal licence. As a result, it is able t prvide much mre infrmatin than the higher educatin r research institutins wuld be capable f themselves. In 2016 the Electrnic Infrmatin Services (EIS) had 148 subscriber institutins with access t a ttal f 26 internatinal databases. The EIS perates within the rganisatin f the Library and Infrmatin Centre f the Hungarian Academy f Sciences (MTA) 47. Digitalisatin in the management f higher educatin - natinal and institutinal practice The Higher Educatin Infrmatin System (FIR) perated by the Educatinal Authrity is a unifrm system in legal terms. It has a number f mdules which facilitate management at the level f institutins as well as natinal educatin plicy. In an earlier perid, several develpments were successfully carried ut at natinal level and ften serve as a benchmark fr higher educatin analyses even if their peratin has nt becme part f everyday practice. All in all, it can be cncluded that higher educatin is the leader in the area f electrnic public services as these services cver the entire target grup. 4.2 Visin Accrding t the visin cncerning higher educatin, in line with the strategic dcument titled Upgrading in higher educatin", there will be a standardised nline digital envirnment in Hungarian higher educatin that will ffer persnalised learning pprtunities tailred t age, interest, and the individual s life situatin. The gal is t enable the higher educatin system t be ne f the leaders in Eurpe in terms f digital develpment within three t five years. There will be an nline learning platfrm, a learning cmmunity where the members f the cmmunity are given supprt in their lifelng learning and develpment. It is this nline platfrm where higher educatin institutins will present and upgrade their training ffers, flexibly respnding t the training needs f emplyers, students and sciety. In additin t the current student cmmunity f higher educatin, the academic staff and future students are als participants f the learning platfrm, just like nn-traditinal student grups, which are playing increasingly imprtant rle in the develpment dynamics f higher educatin. The develpment f the digital culture and the digitalisatin f higher educatin are a tl, nt a gal. The digital learning platfrm fcuses n students. The purpse f imprving and digitalising higher educatin prcesses is t better prepare students fr entering the wrld f wrk thrugh cntinuus self-develpment and with an attitude 47 Final review Elektrnikus tartalmfejlesztés és szlgáltatás a kutatásban és felsőktatásban ( Electrnic cntent develpment and services in research and higher educatin - SROP /

91 pen t cntinuus learning. In this learning envirnment academics are better prepared bth in prfessinal and methdlgical terms. They are at such a level f digital literacy that they can transfer this knwledge t thse entering higher educatin. Individual differentiatin and the planning f individual learning paths are based mstly n digital technlgies and new, efficient methdlgies, which may g beynd the traditinal ways f planning the learning path: students have much mre freedm t set up the credits they undertake t acquire in a semester. Learning as well as the persnal and virtual cmmunicatin f academics and students are cntinuus and intensive. In additin t grup-based, frntal teaching methds, which require physical presence (lectures, seminars), individual cnsultatin (including thrugh virtual frums), regular prgress checks, and nging, ften grup- and prject-based, freignlanguage student wrk requiring cmmunicatin via digital devices are playing an increasing rle. The related legal regulatin encurages the establishment f digital learning platfrms at institutinal and natinal levels, in which higher educatin institutins take int accunt the relevant credits and knwledge acquired within the Eurpean Higher Educatin Area (e.g. industry-specific cmpany exams, general digital literacy, nline training) in the curse f higher educatin studies. The cntent f the learning platfrm, i.e. the higher educatin learning materials are develped with the help f internatinal framewrks where the authrs and institutins can equally prfit frm uplads and can access glbal learning materials and the educatinal cntents f thers n favurable cnditins. Higher educatin students and academics have access t digital higher educatin cntents and tls ( digital gds ) in the same quality as ther institutins f the EHEA. This is guaranteed by an apprpriate, stable institutinal system and a predictable annual budget. It supprts the cntinuus imprvement and internatinalisatin f higher educatin learning material. Digital methdlgies have gained grund in the research activity and knwledge transfer prcesses f the institutins, and researchers make use f the available cllabratin slutins and calculatin capacities. The learning cmmunity is perated by higher educatin institutins, which are supprted by netwrk and central services. As a result f cnsiderable develpments, their prcesses are cmpletely digitalised, infrmatin flw within and utside the institutins takes place electrnically and in accrdance with the challenges f cyber security. Majr universities rganise language teaching, career rientatin, health educatin, self-management and presentatin curses in independent cmpetence centres and make sme f them available t all students partly in the frm f nline curses. The refrmed training ffer and curse structure (flexibly arranged persnal cnsultatin, flexible individual wrk, flexible digital access) makes entry int higher educatin pssible als fr grups that were previusly precluded frm university educatin fr practical reasns (wmen n maternity leave, peple with physical-lcmtry disabilities, thse living in small settlements). This supprts the enhancement f participatin in higher educatin and knwledge distributin. 91

92 Higher educatin institutins have all the equipment required fr mdern educatin, ften with the security-cnscius invlvement f students wn devices. In additin, they have calculatin capacities at their dispsal which supprt access t internatinally recgnised research results. After 2025 the breakthrugh stage f digital mdernisatin will have been cmpleted, and the fcus will shift t the harmnisatin f existing systems. In this prcess, the functin-riented develpments will be replaced by the fine-tuning f the learning experience. It als invlves digitalising the internal peratin f the higher educatin institutin as an rganisatin. This means that the existing administrative prcesses f the institutin are being reviewed, ratinalised and digitalised and, as a result, bth the academic staff and the students can manage administrative tasks nline, in a safe and transparent manner, using digital authrisatin and dcumentatin. 4.3 Strategic Gals The bjectives f the digital develpment f higher educatin can be identified based n the abve visin as well as the hindering and supprting elements. As it is seen in the abve chapters f the strategy, there are three appraches cncerning the peratinal areas f higher educatin: levels f interventin: individual, institutinal, sectral; milestnes in students life path; target areas f the digitalisatin f higher educatin: educatinal prcess, student activities, supprt, infrastructure. The gals and interventins can be designed in a way that these varius lgics can be cnverged. Our findings as well as the peratin levels f the digital higher educatin platfrm were previusly discussed alng the individual stages f the student life path, hwever, it is mre apprpriate t set the gals alng the levels f interventin. Accrding t the visin, the main gal applicable t bth individual students and higher educatin as a whle is that the digital preparedness, equipment usage and digital wrk experience f higher educatin graduates shuld reach internatinal standards thrugh the creatin f a digital learning platfrm where students can acquire the skills, knwledge and cmpetences required fr emplyment and fr lifelng learning n their persnalised, flexibly designable learning path. T achieve this gal, a breakthrugh must be made in three main areas as cmpared t the current situatin. Sme f the gals reach beynd the scpe f The Digital Educatin Strategy f Hungary, but nly by spreading the use f electrnic devices and methds can the bjectives f the strategy be implemented in a truly effective way: changing the present methdlgy f and apprach t teaching-learning, a paradigm shift in higher educatin; prmting the implementatin f student-riented learning in institutins 92

93 and encuraging the institutins t make full use f the ICT ptential in educatin and learning. develping a learning platfrm and university life supprted with digital tls that help bth students and academics and, in additin, building a digital learning cmmunity. Develping, maintaining and imprving the efficiency f the infrastructure necessary fr the paradigm shift. Gals related t the digitalisatin f higher educatin A felsőktatásban végzettek digitális felkészültsége és munkatapasztalata eléri a nemzetközi elvárásk szintjét Tanulási-intenzív felsőktatás kialakítása Oktatók digitális és módszertani felkészültsége megfelelő szintűvé válik Az ktatói követelményrendszer támgatja a nem face t face típusú munkavégzést A nem frmális tanulásból származó kreditek elismerése és beszámítása általánssá válik A szakk KKK-i és tartalmai megújulnak és telítődnek új típusú munkafrmákkal Magas minőségű tananyagk és taneszközök hzzáférhetőségének biztsítása Egységes, jól kmmunikált egyetemkép, illetve az életpálya tervezéséhez The digital preparedness and wrk experience f higher educatin graduates meet internatinal standards Develpment f learning-intensive higher educatin The digital and methdlgical preparedness f academics reaches an adequate level The teaching requirements supprt nn-face-t-face wrk The recgnitin and transfer f credits acquired in nn-frmal learning becmes a general practice The training and utput requirements and cntents f the curses are updated and include new types f wrk frms Access t high-quality learning materials and learning tls is guaranteed Infrmatin required fr designing a unifrm and well-cmmunicated 93

94 szükséges infrmációk a középisklásk és felnőttek számára is. A gyrsan digitalizálódó szakmák támgatására naprakész tartalmakkal, és digitális eszközhasználattal reagál a felsőktatás A felhalmztt tudás és tapasztalat a digitális felsőktatás kapcsán A digitális visszajelzések flyamatsan épülnek be a tartalmak és módszerek tvábbfejlesztésébe, valamint a hallgatók felkészülésébe Elektrnikusan támgattt tanulási tér és tartalmak kialakítása A hallgatói és ktatói munka egy része nline közösségekbe szerveződve flyik Online szlgáltatásk Illesztése, a tanulástámgatás elektrnikus frmáinak illesztése A végzettek és dlgzók nyilvántartása, megkeresése, mbilizálása nline rendszerben flyik Digitális eszközök megfelelő szintű és fenntartható használata A WIFI-lefedettség fejlődik, lehetővé válik ezen keresztül a széles sáv biztsítása Infrastruktúra biztsítása, beszerzése Szlgáltató- közpnti, és felhasználói intézmények szétválasztása megtörténik A fizikai környezet rugalmasan alakítható, az új tanulási, együttműködési frmák hatéknyságát támgatja university image and life path fr secndary schl students and adults Higher educatin respnds t the supprt f rapidly digitalising industries with up-t-date cntent and the use f digital tls Accumulated knwledge and experience in the area f digital higher educatin Digital feedbacks are cntinuusly integrated int the imprvement f cntents and methds as well as the preparatin f students Develpment f electrnically supprted learning platfrms and cntents Sme f the learning and teaching wrk is perfrmed in nline cmmunities Integratin f nline services and the electrnic frms f learning supprt Graduates and emplyees are registered, cntacted and mbilised in an nline system The apprpriate and sustainable use f digital devices The WiFi cverage is imprving, thus making it pssible t prvide bradband Supply and prcurement f infrastructure The institutins f the services centres and users are separated The physical envirnment can be transfrmed flexibly and supprts the effectiveness f new learning and cllabratin frms In additin t the abve gals, there are hrizntal bjectives which affect digital higher educatin as a whle: T meet the requirements f IT security. T cllect and prcess data n higher educatin prcesses at institutinal and sectral levels as extensively as pssible. T imprve equal access and invlve target grups in higher educatin that have had n r nly limited pprtunity t enter. T supprt the business activity f higher educatin with digital slutins, particularly in the area f adult training and R&D&I. The mnitring tasks f the strategy (the implementatin f the gals f the DES and the cntinuus updating f the situatin analysis) wuld be defined and perfrmed by the Digital Methdlgy Centre (DMC) which is prpsed t be set up within the framewrk f the institutin system. 4.4 Set f tls Cmprehensive regulatry interventins T ensure the digital renewal f higher educatin and expand training ffers that are matched with the needs f the digital ecnmy and are cmpetitive als at internatinal level, it is imprtant t set up a Digital Higher Educatin Cmpetence Centre, which takes part in revising the regulatry and accreditatin requirements f higher educatin and the renewal f the training ffer based n the fllwing criteria. Mst imprtantly, the digitalisatin f higher educatin is a change f culture, s it is basically nt a regulatry issue. Given its characteristics, this culture change ccurs at individual, teacher and student levels, which can bviusly be supprted and mtivated with regulatins by the higher 94

95 educatin institutin and the sectr, but a real shift and a change in everyday life cannt be expected merely frm the tls f regulatin. Therefre, the primary purpse f regulatry interventins is t prvide equal access, i.e. t identify and remve factrs hindering the digitalisatin prcesses and t enhance the mtivatin f r encurage participants. At sectral level, the basis f the current regulatin is Act CCIV f 2011 n natinal higher educatin (hereinafter: Higher Educatin Act) as well as its numerus implementing decrees. In this respect, legislatrs shuld take accunt f the fllwing directins f interventin Regulatin f teaching-learning prcesses The rules pertaining t the emplyment f academic staff (assistant lecturers, senir lecturers, assciate prfessrs, cllege and university prfessrs) are set ut in the Higher Educatin Act in the frm f requirements cncerning scientific degrees and recgnitins, the hlding f lectures, and the prfessinal experience f academics. The detailed rules are laid dwn by the emplyment plicies f the individual institutins within this legislative framewrk. Since digital higher educatin invlves the radical transfrmatin f teaching-learning prcesses and applied methdlgies, it is a prerequisite fr implementing this gal that in additin t the scientific achievements f the academics, pririty shuld als be given t the quality f the higher educatinal activity. As far as academics are regarded, in rder t increase the value f the educatinal activity, mre emphasis shuld be laid n requirements cncerning the quality f educatin amng the rules f emplyment in certain jbs during an academic s life path. Of curse, the quality f educatin refers t educatinal methdlgies that meet 21st century standards, are learning-riented and - intensive, and use digital technlgy n a daily basis. It is therefre f key imprtance that the institutinal assessment and quality assurance system shuld cver the use f learning-intensive digital methdlgies in the educatinal wrk f the academic staff. At present, Sectin 26 f the Higher Educatin Act specifies the minimum teaching time, that is the time an academic must spend hlding lectures, seminars, practical sessins r cnsultatins. This legislatin currently regulates frms f teaching that invlve physical cntact with the students. We recmmend that the regulatin shuld include the requirement f cntinuus virtual cntact between the prfessr and the student, whereby the student wrk is mre independent and mst f the teaching wrk cnsists f the supervisin and supprt f the students independent r grup wrk rather than frntal teaching. Cnsequently, the rules f the credit system regulated under Gvernment Decree N 87/2015 f 9 April 2015 n the implementatin f certain prvisins f Act CCIV f 2011 n natinal higher educatin (hereinafter: Implementing Decree) shuld als be revised. Basically, the term credit refers t the amunt f wrk perfrmed by students. Yet, the current regulatin prescribes the rati f the number f lessns within a wrk schedule, thus making it impssible t spread digitally supprted, individual and grup r cllabrative learning methdlgies, whether in the frm f fulltime r ther training prgrammes. Fr this reasn, we suggest that within the wrk schedules the 95

96 rati f lessns assuming physical attendance shuld be made flexible because the effectiveness f learning and the efficiency f teaching d nt depend n schl attendance. Nevertheless, we d nt recmmend the eliminatin f full-time r part-time wrk schedules, because it enables thse entering higher educatin t make clear distinctin between these tw frms f wrk schedule, i.e. t see if there is a teaching-learning prcess ging n during the wrking hurs f the training prgramme. Obviusly, in the full-time wrk schedule participatin in certain prjects and activities is a requirement als in digital higher educatin, while in the case f part-time training it is clear that thse wh apply fr this type f training d wrk in this perid and perfrm study-related activities nly utside this perid. The paradigm shift in the higher educatin prcess des nt require special regulatry tasks in respect f the recgnitin f knwledge acquired in nn-frmal r infrmal learning. In fact, this area has been regulated (see Sectin 49(6) f the Higher Educatin Act), it is nw pssible in higher educatin t recgnise credits based n the knwledge acquired in r utside frmal educatin. The fact that this des nt actually happen in reality is attributable t the lack f mtivatin twards recgnitin. In rder t make sure that the institutins view this pprtunity as a real pprtunity fr increasing the number f students, it wuld be necessary t rganise varius awareness-raising and sensitising events. Gvernment Decree N 395/2015 f 12 December 2015 n implementing Act XXXIII f 1992 n the legal status f public service emplyees and certain issues f emplyment in higher educatin institutins (hereafter: Public Service Act Implementing Decree ) sets ut the criteria cncerning the quality assessment f the academic staff. The currently applicable criteria f the quality assessment f educatin are as fllws: Perfrmance f the educatinal and research activity. Other educatin-related activities (especially thesis cnsultatin, scientific student cnference activity, participatin and teaching in internatinal mbility prgrammes). The pinin f students cncerning the general quality f the academics educatinal activity. The pinin f students cncerning the academic attitude twards assisting the prfessinal advancement f students. We recmmend that the criteria f assessment f academics shuld be cmplemented with aspects relating t the use f learning-intensive, digital educatinal methdlgies Regulatin f training cntents A key questin is what higher educatin learning materials shuld actually cntain and hw they shuld be apprximated in a regulatry framewrk. In traditinal higher educatin based n frntal teaching training cntents include knwledge that has t be acquired in the curse f a predetermined learning path. In the case f higher educatin this is regulated by Decree N 15/2006 f the Minister fr Educatin, which is being reviewed and updated at the mment. The training and 96

97 utput requirements set ut in this Decree cntain the knwledge and skills t be acquired in the study prgrammes cncerned, with the acquisitin f knwledge in the fregrund. The new decree, which is being drawn up nw, cncentrates n the cmpetences instead f the knwledge t be acquired during the training, s at the level f regulatin the training cntent fcuses mre n the utput (n the knwledge, skills and attitudes t be acquired as the utcme f the training) than n the input (the cntent f the curses a student must cmplete). Hwever, the implementatin f the new degree als requires institutinal regulatin and apprpriately cntrlled change management prcesses. This shift f emphasis frm knwledge transferred t knwledge, skills and attitudes acquired by the student is f key significance because it supprts frm the regulatry side the renewal and transfrmatin f frntal-type educatinal methdlgy int a methdlgical culture that fcuses n students individual and grup learning in a flexible, prject-based frm. Thus, the directin is apprpriate, but the amendment and renewal f the relevant regulatin as we saw it in the case f the validatin f infrmal and nn-frmal knwledge des nt necessarily result in the transfrmatin f institutinal practice, s there is a need fr further incentives and mandatry rules t be applied during its implementatin. One f the factrs that may bring abut a change in higher educatin is accreditatin. Pursuant t the prvisins f the Implementing Decree (Sectin 18(6a)), during registering degree curses and specialisatin prgrammes prviding a prfessinal qualificatin, the Educatinal Authrity asks the Hungarian Accreditatin Cmmittee t issue an expert pinin. The pinin given by the HAC must state whether the submitted curriculum is in line with the training and utput requirements and hw the curriculum develped by the higher educatin institutins facilitates the acquisitin f utput cmpetences by students, what learning supprt tls and methdlgies the institutin uses, and if enugh wrkfrce and resurces are available fr launching that particular training at the institutin. Based n the abve regulatin the accreditatin prcedure may be suitable fr prmting a digital learning supprt culture in higher educatin, hwever, the previusly mentined legislatin f 2015 des nt reveal HAC s new apprach cncerning the assessment criteria and prtcl. Therefre, it has nt been clear s far t what extent HAC will meet the expectatins f the digital higher educatin strategy. Anther key and relevant cmpnent f higher educatinal cntent is the cntinuusly updated materials, which a digitally living and perating higher educatin shuld cntain. This type f cntinuus renewal des nt really wrk in practice nw, which has several reasns. One f them is that cntent develpment relies n new degree curses and specialisatins, but this is limited by the curse structure defined in Gvernment Decree 139/2015 f 9 June 2015 and is subject t ministerial apprval. Due t the rapid ecnmic and technlgical changes, the curse structure will need t be made flexible s as t add the apprpriate digital training cntent elements t the institutins curricula and study prgrammes n a cntinuus basis. This requires institutinal capacities and labur market cperatin supprting the regular reviews. 97

98 In specific areas such as teacher training, it is a particularly imprtant task t transfer in-depth knwledge n digital methdlgies at the levels f training and utput requirements, curricula, and learning cntents. Nevertheless, it is a key prblem that in a traditinal higher educatin rganisatin the curses and training prgrammes have n appinted managers, s there is n persn in charge f keeping the relevant cntents up-t-date. When launching a training prgramme, it is necessary t designate a curse manager, but later, when the curse is running, this manager has n authrity r respnsibility in respect f the crdinatin f educatinal wrk. T rectify this prblem, it wuld be imprtant t set up a legislative framewrk fr the emplyment f a curse manager with functins similar t thse f a prduct manager. Anther barrier t the management f higher educatin cntents and training is that the current financing system encurages higher educatin institutins t keep students in the relevant training prgramme fr a lng time instead f leading them alng the path f btaining a degree that is meaningful and useful n the labur market. T slve this prblem, we suggest that a financing scheme fcusing n utput rather than input shuld be intrduced Creatin f an e-learning platfrm Pursuant t the higher educatin strategy, students enrlled in frmal higher educatin are entitled t use the e-learning platfrm. Therefre, the higher educatin admissin prcedure must be suitable fr making up-t-date cntents widely available in a flexible frm, as specified in the strategic gals. If lder applicants and career changers find the criteria f the higher educatin admissin prcedure t cmplicated, frming a barrier t their entry, adult training and the pen university -type institutins f the glbal wrld will attract thse wh intend t study away frm the dmestic higher educatin system. On accunt f these criteria it wuld be advisable t review the bjectives f the strategy Upgrading in higher educatin which wuld require advanced level secndary schl-leaving exams and an intermediate level language exam fr entering int higher educatin frm The prfessinal examinatin t be intrduced frm 2017 and held by higher educatin institutins will ffer an alternative t the fulfilment f the advanced level schl-leaving exam requirement t thse wh graduated frm secndary schl befre 2005 with an intermediate level exam in the subject cncerned. This means that if smene wuld like t cntinue his r her studies at an entirely different area than the subject f his r her schl-leaving exam taken at the end f secndary schl educatin, based n the current regulatin the nly pssible way f entering higher educatin frm 2020 is t apply fr an advanced level exam. It wuld be necessary t rethink the abve frm the regulatry side because the general requirement f an advanced level exam strengthens the exclusive nature f higher educatin, while Eurpean 98

99 standards as well as the 21st century labur market and technlgical prcesses pint twards the need fr the admissin f wider grups, i.e., twards an inclusive apprach. In ur pinin, the e-learning platfrm t be prvided t students already admitted t curses des nt require any regulatin since it is an established, cmplex service. On the ther hand, the pssibility f electrnic administratin can be an issue which des need t be regulated. At present, under the prvisins f the Higher Educatin Act, fr the purpses f the Hungarian state schlarship scheme, electrnic cntact with students is mandatry, and during the admissin prcedure mst applicants chse the e-verificatin ptin via the electrnic prtal. This mandatry regulatin alng with scialisatin in the admissin prcedure raise the pssibility f generalising cmpulsry electrnic cntact with the institutins and public administratin cncerning higher educatin students. This wuld enable the e-learning platfrm supprting the learning prcess during higher educatin studies t serve as an administrative platfrm fr university life as well. Hwever, beside the need fr regulatin, this wuld als require the verall digitalisatin f the internal administrative prcesses f higher educatin institutins. Frm a regulatry viewpint cncerning higher educatin studies via the e-learning platfrm, attentin shuld be paid t the thesis, which cncludes the degree curse. It shuld be cmpulsry t publish the theses nline. This bligatin culd cmbat cunterfeiting and plagiarism and result in an imprvement in the quality f theses, s we recmmend its intrductin similar t the requirement t publish dctral dissertatins. Befre the intrductin, hwever, the legal aspects cncerning privacy and data prcessing need t be examined Prpsed regulatin at institutinal level It is als imprtant t review the key pints which shuld be regulated at institutinal level with a view t facilitating the achievement f the strategic gals. Regarding the directins f the sectral regulatin as presented abve, we can make the fllwing recmmendatins cncerning the institutinal level: As part f the Organisatinal and Operatinal Rules f the higher educatin institutin, the set f requirements applicable t academics lays dwn the detailed rules and prcedures fr the criteria f filling teaching jbs. One f these rules is the habilitatin r appintment plicy. Under these plicies it is imprtant t make sure that - in line with the abve - educatinal-methdlgical innvativeness, the abundant availability f tls and the use f digital equipment are given key significance amng the criteria cncerning the academic staff as well as the assessment f their educatinal wrk. Only after the sectral regulatin has been implemented in the abve-mentined directin can higher educatin institutins mdify their wn internal rules pertaining t the rganisatin f their educatinal wrk, intrduce flexible learning frms fr students, and prmte their supprt by the academic staff. As regards the frmal requirements f the theses t be written by graduating students, hwever, we suggest that the internal rules prescribing the exclusive written frmat and determining the number 99

100 f characters and pages shuld be reviewed and shuld allw the use f the increasingly widely available tls f the media and nline cntent in the thesis writing prcess Develpment tls Abve we listed the cmprehensive, regulatry interventins, while belw we describe the prjectbased develpment activities. In many cases the prpsed develpments require bth regulatry and prject-based interventins Creating learning-intensive higher educatin One f the key gals f the digital higher educatin strategy is aimed at a culture change in teaching and learning, which is urged by the glbal digital wrld and supprted thrugh the use f digital tls in educatin. This aim is clsely related t the secnd gal f the strategy, which applies t the develpment f a digital higher educatin platfrm. These tw gals cannt be imagined and are nt viable withut ne anther. The gal pertaining t learning-intensive higher educatin is basically aimed at prviding a framewrk fr the relatinship between academics and students, the educatinal methdlgies, and the imprvement f the effectiveness f higher educatin. The prpsed interventins supprt the achievement f bth gals. As fr the methdlgy f higher educatin, mst f the existing practices are based n internatinal experience because little input infrmatin is available n the preparedness f the Hungarian academic staff. This is why it is imprtant t cnduct surveys which assess and develp this area. The pririty R&D prject can be mst efficiently implemented by means f the cllabratin, netwrking and internatinalisatin f higher educatin institutins running dctral schls specialising in the disciplines f digital learning, research centres, and cmpanies, therefre, it is necessary t supprt educatinal innvatins, methdlgical research, and exit t the internatinal nline research and develpment arena. These surveys may cver the adaptatin f the training practices f multinatinal cmpanies already perating at internatinal level as well as raising awareness fr and familiarising with high-vlume nline training management systems. It is as a result f these research prjects that the R&D&I database f digital learning can be established and used fr sharing gd practices. Furthermre, it is necessary t link disciplines that are related t digital learning by means f strengthening the existing relevant knw-hw f higher educatin research centres and invlving institutins and rganisatinal units with substantial relevant experience, which shuld be integrated int a digital methdlgical centre t be set up during the prcess. The abve recmmended research prjects will accumulate knwledge which is required fr arranging further training and preparatry curses aimed at the develpment f academics methdlgical culture. 100

101 The age pyramid f the academic staff is nt ptimal, the lder generatins scialised in a different educatin technlgical envirnment than tday s students. Fr this reasn, the further training f academics shuld fcus n tw areas: educatin methdlgy (educatin technlgy) and the develpment f general digital cmpetences. Anther benefit f the learning-intensive apprach is that it als supprts lifelng learning, because students taking part in a higher educatin prgramme rganised in this way have a chance t acquire independent learning and cperatin cmpetences which will make their learning easier and mre efficient als in later stages f their lives. While higher educatin institutins transfer the necessary cmpetences t students, it wuld be imprtant t develp a training ffer and training curses structured in a way that are suitable fr meeting the learning needs f the wrking adult ppulatin. Of curse, the use and integratin f digital technlgies in training is f key significance. In clse relatin t the abve, it is necessary t develp the adult training rganisatins f higher educatin institutins with an entrepreneurial apprach, systematise their training ffer as well as t standardise and digitalise their peratin (establishing an nline adult training netwrk under the management f higher educatin institutins). The database established by student feedback systems can be an essential data prvider fr the develpment f the training ffer and the cntent and methdlgy f the curses, and can als supply apprpriate input infrmatin fr the methdlgical develpment f the academic staff as well. The use f such electrnic feedback systems have a cnsiderable quality assurance ptential in higher educatin Develping an electrnically supprted higher educatin platfrm T create electrnically supprted higher educatin platfrm and cntent, it is necessary fr institutins and the higher educatin sectr t address already secndary schl students by cmplex career rientatin, services and preparatry activities with the fllwing cmpnents: Online entrance/schl-leaving exams rganised at natinal level. Enrichment f the cntent f the felvi.hu website: with the institutins wn materials Why shuld yu chse us? ; ptimisatin and internatinalisatin f the search system; expansin f the infrmatin services f the felvi.hu website and its linking with ther nline custmer service platfrms such as infrmatin systems relating t financial aid available fr husing, travelling, student lans, etc., develpment f a ne-stp-shp client-driven admissin infrmatin system. Develpment f an nline career rientatin website with nline tests, prmpt evaluatin (scres), prfessinal advice, recmmendatins fr training and career paths; the tests cmpleted by secndary schl students culd frm the basis f serius internatinal surveys. 101

102 Online central site fr the disseminatin f infrmatin necessary fr ptential freign students a website similar t studyinhungary.cm ; The basis f the higher educatin digital platfrm is the availability f a critical mass f apprpriate nline and digital cntents t students and prfessrs. Therefre, it is essential t develp the currently perating textbk library and specify the frmal requirements f digital learning materials. It is als necessary t elabrate a develpment prgramme which prvides cntinuus resurces fr the purpses f develping digital learning materials and tls (including, as apprpriate, pen educatinal cntents) and makes them available n a natinal scale. Surces f funding shuld be guaranteed t higher educatin institutins, publishers r their cnsrtia fr develping high-quality learning materials and tls in respect f the identified shrtage areas. The cntinuity f cntent develpment wuld be mtivated by the elabratin f a tender system, which wuld prvide surces f funding fr the develpment f new cntent and the adaptatin f existing nes with the expectatin regarding the avidance f duplicatins in mind in ne-year cycles. Furthermre, it is necessary t regulate the situatin f the Electrnic Infrmatin Services Natinal Prgramme bth in terms f legislative requirements and financing: the subscriptin budgets shuld be managed by the implementing bdy t replace the current multi-channel financing mdel. Due t the decline in the number f higher educatin students, which is partly attributable t demgraphic causes, the websites f universities shuld be made bilingual and accessible t peple with disabilities as criteria f university recruitment. Attracting ptential freign students as well as dmestic disadvantaged grups int higher educatin culd mitigate the negative impacts f the demgraphic dwnturn and ffer an pprtunity fr scial mbility which culd be unique even at internatinal level. These types f develpments shuld be carried ut parallel with the develpment f visual cmmunicatin (the external cmmunicatin f universities, e.g. websites, learning materials, typgraphy, diagrams, infrmatin structure, interface design). The required cnditins culd mst efficiently be created in the framewrk f a pririty prject. While develping nline cntent, special emphasis shuld als be given t the develpment f freign language curses, which culd attract the attentin f ptential freign markets t Hungarian higher educatin and supprt the imprvement f the language cmpetences f Hungarian students at the same time. The nline curses shuld als appear n the majr internatinal nline learning platfrms, the MOOCs. In rder t develp nline curses that will raise internatinal interest, it is necessary t ensure the netwrking and partnership f dmestic institutins. Internatinal partnerships can be strengthened mre efficiently by using digital tls and methdlgies, which need further imprvement. Institutins must use their wn resurces t carry ut pilt prjects which are targeted at the invlvement f certain student grups in learning prjects t be implemented with freign partner institutins. In fact, all resurces necessary fr this prject are available t dmestic institutins, s its prmtin is a matter f institutinal/sectral decisins. 102

103 An apprpriate and efficient tl fr the prmtin f digital higher educatin is the establishment f a prtal which cllects internatinal and natinal gd practices, whether at institutinal r sectral level. This prtal wuld ffer ideas t students, academics, departments, faculties and institutins, thus helping them make the digital transitin mre effective and easier t implement. Student services directly and indirectly related t learning cnstitute an imprtant part f the higher educatin platfrm and sme f them can be perated thrugh digital platfrms. The digitalisatin f student services can take place parallel with the transfrmatin and digitalisatin f the administrative and peratinal prcesses f universities, which need t be regulated in a legal framewrk The apprpriate and sustainable use f digital devices T establish and maintain infrastructure in the required quality, the mst imprtant interventin in higher educatin is t remve the restrictin n prcurements. As infrmatin technlgies are becming bslete very quickly, their cntinuus supply shuld be guaranteed, s in additin t making prcurements pssible, institutinal budgets shuld allcate funds fr IT purpses n an nging basis. Regarding IT infrastructure, we can make the fllwing recmmendatins: Increasing the amunt f funds allcated t the EIS; instead f the multi-channel central supprt the subscriptin budgets shuld be managed by the implementing bdy and expanded t include jurnals needed by institutins. Spreading the VOiP technlgy amng institutins with a view t reducing telephny-related expenses. Prcuring WiFi ruters prviding access t bradband internet at institutins. Establishing flexible learning (cllabratin) platfrms at institutins, prcuring easily mvable furniture and building small grup rms. Extending and renewing the Legal Sftware Prgramme by invlving sectral sftware with the student versins available t the students f the relevant curses (e.g. architecture students culd access architectural design sftware, scilgist students culd use database management sftware, etc.). Elabrating a resurce-generating, resurce-allcating system suitable fr the develpment f digital teaching tls, devices and learning materials. 4.5 Lgical Framewrk Matrix The fllwing lgical framewrk matrix shws the tls and the related gals that cntribute t the digital transfrmatin f higher educatin. 103

104 Table 4 Higher Educatin Lgical Framewrk Matrix Develpm ent gal Renewal f teachinglearning Specific gal Imprveme nt f the digital and methdl gical preparedne ss f the academic staff The set f requiremen ts pertaining t the academic staff supprts the spread f nnfrmal educatinal methds, which d nt need physical attendance The recgnitin and transfer f credits acquired in nn-frmal learning becmes a general practice Higher educatin GROUP OF TOOLS Regulati n f educati nal prcesse s Regulati n f educati nal cntents Regulati n f electrnic ally supprte d higher educatin Regulati n f instituti ns Develpm ent f educatin al prcesses Develpm ent f electrnic ally supprte d higher educatin and cntents Develpin g digital infrastruct ure X X X X X X X X X X X X 104

105 Develpm ent f an electrnic ally supprted higher educatin platfrm respnds t the supprt f rapidly digitalising industries with up-tdate cntent Accumulate d knwledge and experience in the area f digital higher educatin Digital feedbacks are cntinuusl y integrated int the imprveme nt f cntents and methds as well as the preparati n f students Sme f the learning and teaching wrk is perfrmed in nline cmmuniti es The training and utput requiremen ts and cntents f the curses X X X X X X X X X X X X 105

106 are updated and include new types f wrk frms Access t highquality digital learning materials and learning tls is guaranteed X X Infrmati n required fr designing a cmmn and wellcmmunica ted university image and life path fr secndary schl students and adults X X Develpme nt f nline services and the electrnic frms f learning supprt X X Graduates are registered, cntacted and mbilised in an nline system X X Infrastruct ure The WiFi cverage is imprving, thus X X 106

107 making it pssible t explit the ptential f bradband Prviding fr the financing f IT develpme nts The physical envirnme nt can be transfrme d flexibly and supprts the effectivene ss f new learning and cllabrati n frms The institutins f the services centres and users are separated X X X X X X X X 4.6 Financing The detailed planning f the financial cnditins f the strategy and the tls recmmended in the framewrk f the strategy will be carried ut as part f the implementatin f the strategy itself fllwing its apprval by the Gvernment. In the curse f financial planning the first task is t examine which EU prgrammes can cntribute t the implementatin f the individual develpment bjectives. During implementatin, after identifying the relevant develpment prgrammes, it is necessary t analyse t what extent the individual prgrammes serve the achievement f the develpment bjectives set ut in the DES. T perfrm this task, the sub-elements f the already running prgrammes (targets set, tls, activities, indicatrs) must be analysed in detail n the ne hand. On the ther hand, prgramme elements that are the mst relevant fr the purpses f the DES must be 107

108 identified and adjusted, if necessary, during the planning prcess f the prgrammes under preparatin. After that, during the elabratin f the specific actins, it is necessary t make well-funded estimates f the amunt and timing f additinal resurces required fr the verall implementatin f the DES bjectives. The resurce estimates plan must cver requirements cncerning the planning, preparatin and implementatin f the actin as well as the sustainability f its results and impacts. 108

109 5 ADULT LEARNING 5.1 Situatin Analysis Definitin f adult learning The Digital Educatin Strategy f Hungary based its interpretatin f the term adult learning n the definitin prvided in the renewed Eurpean agenda n adult learning issued by the Eurpean Cuncil in Accrding t this definitin, adult learning is part f the lifelng learning prcess and includes all frmal, infrmal and nn-frmal learning activities, whether general r vcatinal, that adults take part in t acquire knwledge in additin t what they have learnt during their riginal studies. In this apprach, the fcus f the adult learning pillar f the DES extends beynd the activities defined in the Adult Learning Act, while it bviusly des nt cver training curses regulated by the Higher Educatin Act. This brad spectrum f the interpretatin f adult learning cmprises the frmally structured learning activity planned by adult training institutins (e.g. based n the training prgramme and the curriculum), which may as well be cmpleted with a state-accredited qualificatin, as well as infrmally structured learning planned n an ad hc basis and designed t meet a specific gal, which may be cmpleted as an independently cntrlled learning prcess based n freely available digital cntents. Adult learning may take the frm f traditinal adult educatin invlving physical attendance, in the framewrk f a training curse, r f digital learning n an ICT basis, either exclusively via digital channels r in a blended frm. The ability t cnfidently use digital tls, applicatins and netwrks has becme vital frm the aspect f access t infrmatin, cmmunicatin and prblem-slving, and high-level ICT cmpetences are inevitable fr meeting the changing needs f the labur market and fr filling newly emerging jbs. 49 The everyday use f digital cmpetence as key cmpetence has becme a determining factr in scial exclusin and inclusin, therefre, there is a need fr extensive cllabratin n bth Eurpean and Hungarian level in rder fr all citizens t becme active members f the digital cmmunity. 50 The demand f business undertakings fr IT cmpetences and qualificatins is grwing at an increasing rate, and the vcatinal training curses enabling the acquisitin f these qualificatins directly cntribute t ecnmic grwth. The develpment f the digital cmpetences f the adult ppulatin is imprtant nt nly fr reducing the digital gap, increasing cmpetitiveness and emplyability, and enhancing active participatin in civil life, but als fr ensuring that the 48 Cuncil Reslutin 2011/C 372/01 n a renewed Eurpean agenda n adult learning. ( 49 The latest reprt f the EU Cmmissin n adult learning: Imprving Plicy and Prvisin fr Adult Learning in Eurpe, (p. 27) 50 On 10 June 2016 the Eurpean Cmmissin published its cmmunicatin n the pririties f the New Eurpean Cmpetence Develpment Prgramme, in which it prpses the establishment f natinal digital cmpetence calitins with the invlvement f all stakehlders. 109

110 investments and infrastructural develpments planned in the Digital Success Prgramme benefit the sciety and cntribute t digital welfare t the highest pssible degree. The histric missin f the strategy is t enable millins f Hungarian citizens mst f whm cmpleted their studies in an age when infrmatin technlgy was nt included in the cre curriculum t efficiently acquire and develp digital cmpetences. The intensive internatinal develpment trends and plicies f the past years pint ut that the targeted explitatin f the ptential f ICT can help t increase the rate f participatin in adult learning in a number f ways and pen up new perspectives twards imprving the effectiveness f adult educatin: ITC mtivates peple t learn: it makes learning mre interesting and enjyable fr many adults. ICT keeps peple mtivated and interested by enabling them t plan their studies accrding t their individual needs, at the mst cnvenient pace, and with relevant cntent. It bradens access t learning: by making bradband internet and mbile technlgies available t anyne, ICT makes it pssible fr everyne t learn whatever they need at any time and anywhere. This prvides new pprtunities fr learning t thse wh live in small settlements, wh study while having a jb, r wh have been unable t access training due t their physical disabilities s far. ICT-supprted learning efficiently develps digital cmpetences as well as ther basic skills. It is particularly imprtant fr disadvantaged adults that while they are develping their digital literacy as well as their cmmunicatin and scial skills, they are building persnal relatinships, and all these give them the pssibility f effectively catching up and achieving scial and labur market inclusin. The pen (freely available) and ther digital teaching aids 51 prvide access t high-standard and regularly updated cntents which are widely and ften freely available and reusable and facilitate independent learning. ICT supprted adult learning and adult training can cntribute t the reductin f direct and additinal csts as well as t the imprved cst-efficiency f adult educatin t a cnsiderable degree. Thrughut the wrld there is a new digital divide between thse wh have and wh d nt have access t innvative ICT-based digital learning and the related nline services. 52 The strategy aims t identify the directins f develpment and set the system criteria necessary fr ensuring that in the years t cme adult learning can develp in a systematic way, keep pace with Eurpean and glbal trends, cntinuusly respnd t the increasingly rapid technlgical changes, 51 Open teaching aids include teaching and learning cntents which are freely available fr use and which can be adapted t specific learning needs and can be shared. 52 A cnclusin f the Eurpean Cmmissin s reprt f December 2015 n adult learning: Imprving Plicy and Prvisin fr Adult Learning in Eurpe, (p. 27) 110

111 integrate innvatin results, and prvide new learning technlgies and wide access t mdern and efficient learning pprtunities Main findings f the situatin analysis The main cnclusins f the situatin analysis were drawn in respect f tw pririty areas: the digital cmpetences f adults and the pssibilities f their develpment; the explitatin f the ptential f ICT and digital educatin in adult learning. Millins f ur cmpatrits d nt even have the basic digital cmpetences necessary fr everyday life. 60% f the year-ld wrking-age adults, i.e. 3.4 millin adult citizens d nt have higher than a basic level f digital cmpetences, if any. 53 Accrding t the Eurpean Cmmissin s frecast, in the near future 90% f the jbs will require a certain level f digital cmpetence, which means that a significant part f these 3.4 millin Hungarian citizens will have t learn if they are t keep their jbs r find new nes. At the same time, access t devices and internet services is n lnger a majr barrier given the fact that 76% f the dmestic husehlds had internet cnnectin in Unfrtunately, it is exactly thse wh have n digital cmpetences that lack internet access. The number and availability f training prgrammes aimed at develping the key digital cmpetences are very limited and uneven in gegraphical terms, with a lack f nn-frmal and infrmal learning pprtunities that wuld be suitable fr the invlvement f disadvantaged peple. Due t the absence f a framewrk f reference cncerning the self-assessment f cmpetences and the classificatin f training curses, it is difficult t find ne s way amng the training ffers. Relatively few adults reach higher levels f digital literacy. Little interest is shwn twards training curses aimed at digital cmpetence develpment: in 2015, nly 5% f the adults (sme 36 thusand) wh enrlled t adult training curses chse this type f training. Since a majrity f the ppulatin have n pssibility t attend a high-standard ICT curse which wuld meet their needs, they typically develp their digital literacy alne r thrugh their infrmal relatins. Fr this reasn, in a Eurpean cmparisn, the number f peple wh actually reach a higher f level f key digital cmpetences is belw the EU average. Few apply fr and successfully cmplete ICT vcatinal training curses. Applicatins t vcatinal ICT training curses are limited by the very fact that few peple reach a higher level f key digital cmpetences, which is a precnditin fr entering vcatinal training 53 grsk5zx6i84&p_p_lifecycle=0&p_p_state=nrmal&p_p_mde=view&p_p_cl_id=clumn- 2&p_p_cl_cunt=1http://ec.eurpa.eu/eurstat/web/infrmatinsciety/data/database?p_p_id=NavTreeprtletprd_WAR_NavTreeprtletprd_INSTANCE_pgrsK5zx 6I84&p_p_lifecycle=0&p_p_state=nrmal&p_p_mde=view&p_p_cl_id=clumn- 2&p_p_cl_cunt=1 111

112 curses. Anther bstacle is that the career pprtunities ffered by ICT prfessins are nt widely knwn, and there are few prgrammes which transfer up-t-date knwledge and cmpetences that are relevant t emplyers. In the area f adult learning the utilisatin f ICT and digital learning ptential is rather lw. Accrding t a reprt made fr the Eurpean Cmmissin in 2015 n the situatin f ICT-based adult learning 54, Hungary belngs t the last, traditinal grup f the 16 cuntries under review, where the perspective f ICT and digital learning have nt been integrated int the strategy, there is typically a lack f crdinatin between the stakehlders, and there are serius barriers t the emergence f digital learning and the widespread use f new learning technlgies. In additin t the regulatry barriers, there is a lack f a mtivating and supprtive envirnment, cmprehensive knwledge cncerning new technlgies and develpment trends, and the recgnitin f ICT ptentials. Adequate definitins and frms f financing have nt been created t date. Anther hindrance is that training rganisatins are nt prepared fr the digital transitin, there are n business mdels that are based n the new technlgies, and the necessary rganisatinal cmpetences and develpment resurces are missing. The instructrs and teachers wh undertake a rle in adult educatin are nt aware f the ptentials f ICT and have insufficient digital cmpetences. Few take part in adult learning in general. In Hungary, the rate f participatin f adults in lifelng learning is extremely lw (7%) and well belw the targets set ut in the Eurpe 2020 Strategy (15%). One f the main reasns fr this is public pinin abut the significance and necessity f learning. Neither the adults themselves, nr a majr part f the small and medium-sized enterprises find it useful r necessary fr emplyees t learn. One f the greatest challenges the strategy shuld address in rder t be successful is t change this public pinin and way f thinking. 54 Adult Learners in Digital Learning Envirnments, written by Ecrys and Bertelsman Stiftung upn the authrisatin f the Directrate- General fr Educatin and Culture f the Eurpean Cmmissin in

113 5.1.3 SWOT analysis Table 5 Digital cmpetence develpment SWOT analysis 113

114 Opprtunities Threats Strengths Weaknesses 30 June 2016 Internet cnnectin is widely accessible (husehlds, training establishments) Mst adult wn smart devices There are available digital learning materials A lt f peple attended ECDL training curses earlier There are gd practices relating t digital cmpetence develpment available in Hungary The emp, NYITOK netwrk and the institutins f cmmunity culture prvide natinal cverage The HuQF (Hungarian Qualificatin Framewrk) supprts prgramme develpment n the basis f learning utcme The revised IKER supprts the develpment f digital cmpetences and the invlvement f peple with weak learning skills Large cmpanies increasingly tend t prefer digital learning Thse mst in need f digital cmpetence develpment d nt have the necessary tls r internet access at hme Adults lack mtivatin fr learning Small and medium-sized enterprises d nt find it imprtant t develp their emplyees cmpetences Adults lack the digital cmpetences that wuld enable them t jin digital learning It is difficult t find ne's way, particularly amng IT training curses; there is n clear and unifrm definitin f digital cmpetences The supply f and access t IT training are nt adequate The miscnceptins and bad experience develped in cnnectin with digital learning hinder its disseminatin The Gvernment s cmmitment twards reducing the digital divide The further spread f mbile devices can raise peple s demand fr the develpment f digital cmpetences ( Bring yur wn devices. ) Digital learning is available t the public at a mre favurable price Natinal campaigns t prmte learning, make it mre attractive, and t disseminate new frms f learning The training ffer is mre flexible and respnds better t labur market needs Digital learning creates pprtunities fr the invlvement f peple with a lw level f educatin The digital divide will grw unless disadvantaged peple and thse with a lw level f educatin are effectively invlved Unless the culture f digital learning is develped, a majr part f Hungarian adults will be unable t renew their cmpetences t meet scial-ecnmic requirements, thus causing ur cuntry t lag even mre behind the mre develped states f the wrld Key stakehlders shuld regard the develpment f digital cmpetences and the disseminatin f digital learning equally imprtant 114

115 Table 6 The utilizatin f ICT in the practice f adult learning in Hungary 115

116 Opprtunities Threats Strengths Weaknesses 30 June 2016 There are available digital learning materials There are Hungarian gd practices available relating t digital cmpetence develpment The HuQF supprts prgramme develpment n the basis f learning utcme The revised IKER supprts the elabratin f training prgrammes aimed at the develpment f digital cmpetences Strng gvernmental and departmental cmmitment twards spreading digital learning frms Explitatin f the synergies between the ptentials f DSP prjects and ther develpments (including thse in vcatinal training and higher educatin) The market sectr is als interested in the develpments The demand fr ICT specialists and training curses respnding t labur market needs have a cmpelling effect The ppulatin may have an increasing need fr training frms that supprt digital learning Digital learning prvides a cheaper and wider access t learning Prmtin f varius frms f digital learning amng trainers Access t EU funds is guaranteed until 2020 There are digital cntents available fr free use but they are nt systematised Prviding fr/supprting further training fr the educatinal staff The participants f adult learning d nt make use f the ptential in ICT There is n supprtive r mtivating envirnment fr digital learning; the regulatry limits and the related financing techniques withhld trainers frm using digital learning frms There is n unifrm set f cncepts that is accepted and used by all participants There are n regularly updated and pen teaching aids available in the required quantity It is difficult t navigate thrugh and search available digital curricula There is a limited availability f data fr strategic planning cncerning adult learning The partial eliminatin f hindering factrs causes measures t remain ineffective The cnflict f interest between the varius participants may prevent the widespread use f the varius frms f digital learning In the curse f curriculum develpment digital learning materials are prduced in a pr quality, if at all The training curses rganised n the basis f the develped cntents will nt be ppular unless they are matched with the needs f the ppulatin and the labur market The digital divide will grw unless disadvantaged peple and thse with a lw level f educatin are effectively invlved The spread f digital learning is hindered by the lack f prepared instructrs and learning supprt technlgies The absence f investments in cntent and infrastructure develpment causes the existing resurces t becme bslete 116

117 5.2 Visin DOS Vízió - Felnőttkri tanulás 2020 DES Visin - Adult learning 2020 DÖNTÉSHOZATALT HATÉKONYAN TÁMOGATÓ INFORMÁCIÓS INFORMATION SYSTEM EFFICIENTLY SUPPORTING DECISION- RENDSZER MAKING A felnőttkri tanulásban való részvétel 2020-ra eléri a 18%-t. The rate f participatin in adult learning will have reached 18% by RUGALMAS, váltzó igényekhez igazdó, technlógiai fejlődéssel FLEXIBLE TRAINING AND SERVICES SYSTEM adapted t the lépést tartó KÉPZÉS - ÉS SZOLGÁLTATÓ RENDSZER changing needs and keeping pace with technlgical develpment A tanulás eredményeit minden esetben digitális módn is leírják és The learning utcmes are always recrded and verified in digital hitelesen igazlják. frmat. Helyben vagy 30 km-en belül elérhetőek a digitális The basic allwances (e.g. access, learning guidance, training kmpetenciafejlesztéshez és a digitális tanuláshz biztsíttt alapvető services) prvided t supprt digital cmpetence develpment and támgatásk (pl. hzzáférés, tanulási tanácsadás, képzési digital learning are available lcally r within a 30-km distance. szlgáltatás). A tanulásban történő előrehaladásról infrmációt nyújtanak a tanulás analitikus alkalmazásk a kutatók, szakemberek, illetve döntéshzók számára. A digitális világba belépő felnőttek különféle támgatást kapnak a hivatals elektrnikus ügyintézés, ekrmányzati szlgáltatásk igénybevételéhez és az önálló tanuláshz. A nyittt ktatási segédanyagk és nline kurzusk prtálja átlátható, kereshető tárházat biztsít mind az ktatók, mind pedig a tanulni vágyó felnőttek számára. digitális tananyagk nline kurzusk ktatói fórum Egy egységes referencia keret alapján bárkiről megállapítható, hgy milyen szintű digitális kmpetenciákkal rendelkezik és ez alapján The learning analytic applicatins prvide researchers, prfessinals and decisin-makers with infrmatin n prgress achieved in learning. Adults entering the digital wrld are given all kinds f supprt in e- administratin, the use f e-gvernment services, and independent learning. The prtal f pen teaching aids and nline curses prvides a clear, searchable resurce centre bth t the educatinal staff and t adults wh wish t learn. Digital learning materials nline curses instructrs frum Based n a cmmn framewrk f reference any persn s level f digital cmpetence can be assessed and, as a result, he/she can be 117

118 javaslható neki a megfelelő tvábblépést biztsító képzés. Az nline képzések a résztvevők, illetve a piaci szereplők igényekhez igazdnak. A dlgzók kmpetenciafejlesztése munka-flyamatkba integráltan, jórészt a munkahelyen munkavégzés közben valósul meg. A tanulási prgramk jelentős része n-line vagy vegyes (blended) frmában valósul meg. Új szerepek alakulnak ki a hagymánys ktatói szerep mellett, nagybb hangsúlyt kapnak a tanulási tanácsadás és a tanulástámgatás új, innvatív frmái. ffered an apprpriate training that best suits his/her further develpment. Online curses are adapted t the needs f the participants and the market actrs. The cmpetence develpment f emplyees is integrated in the wrk prcesses and mstly takes place n-the-jb. A significant part f the learning prgrammes is implemented nline r in a blended frm. New rles are emerging in additin t the traditinal teaching rle, and mre emphasis is given t the new, innvative frms f learning guidance and learning supprt. 5.3 Strategic Gals The verall bjective is divided int develpment gals set in respect f tw main areas f develpment (digital cmpetence develpment and the explitatin f the ptentials f ICT and digital learning) as fllws: Overall gal T enhance the cmpetitiveness f the labur frce, the active scial participatin f citizens, and scial inclusin by increasing sciety s digital literacy level and the participatin f adults in digital learning. Develpment gals and indicatrs All Hungarian citizens shuld be members f the digital cmmunity! T reduce the digital divide and the number f thse wh have n digital cmpetences r wh d nt r rarely use them (digital inclusin). Indicatrs: The basic infrastructure required fr the develpment f digital cre cmpetences and digital learning is established with natinal cverage and, in additin t its prmtinal functins, it prvides access t the devices necessary fr cnnectin, shrt-cycle training curses aimed at the develpment f cre cmpetences (including in blended frms), and cunselling services. By 2020, the percentage f year-ld, wrking-age adults with n r nly a lw level f digital cmpetences will have decreased frm 60% (3.4 millin wrking-age adults) t 30%. The develpment f digital cmpetences shuld be ensured thrughut the entire adult life path where necessary (prgress)! Indicatrs: By 2020, the number f peple taking part in digital key cmpetence develpment training curses resulting in an increased level f digital key cmpetences will have increased frm 36 thusand t 100 thusand. The Cmmn Framewrk f Reference fr Infcmmunicatins (IKER) and ther reference framewrks established n the basis f the IKER are laid dwn in the frm f legislatins and strategies. 118

119 There is a training prgramme linked t all levels and sub-areas f the IKER which are classified by the methdlgical and cmpetence centre engaged in digital cmpetence develpment. In the area f digital literacy Hungarian adults reach the average EU standard in the case f higher level activities (such as the use f basic mathematical frmulae in Excel sheets, the prductin f electrnic presentatins with a presentatin-making sftware, the installatin f a new perating system, the mdificatin f the cnfiguratin features f a sftware applicatin, the writing f a cmputer prgram in a special prgramming language). The netwrk f learning guidance services prviding assistance in digital cmpetence develpment is available t all citizens at their place f residence r nearby. Successful participatin in vcatinal IT training (ICT-related trades) shuld be increased! Indicatrs: The number f peple enrlling t curses f IT trade grups cvered by the Adult Training Act will have increased by 30% by The number f peple participating in in-service vcatinal IT curses will have increased by 30% by The number f IT-related training prgramme requirements registered as class B curses will reach 100. The central nline learning prtal prvides access t at least fur mdern, freely available IT teaching aids which have been translated frm a freign language. Creating a supprtive envirnment fr adult-age digital learning and ensuring the crdinatin f digital transfrmatin (supprtive envirnment and crdinatin). Indicatrs: By 2020, the legislative envirnment will have becme flexible in respect f the applicatin f new technlgies and learning methds and the mnitring f prgress. Frms f supprt relying n the cmmn cnceptual framewrk f digital learning will be established. Ensuring the cntinuus increase in vlume and updating f as well as easy access t high-quality digital cntents and pen educatinal aids in respnse t the relevant needs (cntent develpment and sharing). 119

120 Indicatrs: A central pen learning prtal will be established with a view t assisting citizens wh are interested in digital learning as well as trainers, teachers, and curriculum develpers. The digital learning materials frmerly develped under Eurpean Unin c-financing schemes r frm the natinal budget will be cllected and published n a central pen learning prtal. The range f pen educatinal aids available n the central pen learning prtal will cntinuusly grw and include all digital learning materials develped under Eurpean Unin c-financing schemes r frm the natinal budget r translated frm freign languages. Facilitating the applicatin f digital learning and ICT use in practice and its widespread disseminatin in adult learning (digital learning and ICT use). Indicatrs: By 2020, the rati f year-ld adults taking part in nline curses will have increased frm 3% t 6%. By 2020, the current 7% rati f NQR training curses which can be rganised in a digital r blended frm will significantly increase the exact rate f intended grwth will be determined with the invlvement f the Hungarian Chamber f Industry and Cmmerce (MKIK). The number f training prviders ffering nline r blended frms f training will be tripled between 2016 and Establish a systematically built and efficiently perating measurement-evaluatin and reprting system that can serve as the basis f plicy decisins (measurement-evaluatin and reprting system). Indicatrs: The administratin f the training system will be fully and exclusively digitalised. Learning analytic tls will be intrduced t ensure substantiated decisin-making. Prtability standards will be applied in rder t minimise the fragmentatin f IT systems perating at the varius gvernmental and backgrund institutins and chambers. The mnitring tasks f the strategy (the implementatin f the gals f the DES and the cntinuus updating f the situatin analysis) wuld be defined and perfrmed by the Digital Methdlgy Centre (DMC) which is prpsed t be set up within the framewrk f the institutin system. 5.4 Set f tls The strategic tls are presented in relatin t the develpment gals. 120

121 5.4.1 Reducing the digital divide Raising awareness f the indispensability f digital key cmpetences is a perspective-frming cmplex activity. T address a wide grup f the adult ppulatin cncerned, it is necessary t launch natinal-scale campaigns prmting (digital) learning as well as additinal campaigns and vlunteer activities mbilising the lcal cmmunities. It is especially in the invlvement f grups which are hard t reach that a key rle is assigned t digital learning wrkshps established in the curse f the expansin and capacity building f emagyarrszág Pntk (ehungary Pints) available lcally r within a maximum distance f 30 km, which, while prmting digital learning, prvide free guidance and learning supprt as required fr the develpment f digital cmpetences. The services are designed with special attentin t the special learning needs f peple with a lw level f educatin and weak basic cmpetences, peple with disabilities, the elderly as well as thse disadvantaged n accunt f their scial and family circumstances and t the eliminatin f barriers t their invlvement. The increasingly widespread intrductin and priritisatin f electrnic public services, which are being extended and made available in a user-friendly frm as a result f Sectin 7 f Gvernment Decree N 2012/2015 f 29 December 2015, have a mtivating impact with different tls n the use f digital cmpetences and facilitates the recgnitin f the lack f cmpetences and willingness t develp them. At the same time, these measures cntribute t the well-planned expansin f the scpe f electrnic (public) services with a view t reaching the level f natinal cverage and t the efficient supprt f their intrductin by giving citizens targeted assistance in learning their use. The regular infrmatin, targeted sensitisatin and awareness-raising f stakehlders ptentially taking part in adult educatin and wh are able t address and influence the situatin f disadvantaged grups, in particular, and are in cntact with these grups (e.g. emplyment centres, family aid centres, experts f NGOs, emplyers, trainers, etc.) facilitate the prmtin f the pprtunities f digital cmpetence develpment and the successful invlvement f the target grups Develpment f digital cmpetences The cnsistent interpretatin f digital key cmpetences at each level is ensured by the Cmmn Framewrk f Reference fr Infcmmunicatins (IKER), which Supprts the clear specificatin f scial and emplyer requirements cncerning the level f digital key cmpetences. Serves as a basis fr the measurement tls t be designed in the curse f implementatin f the DES, which will enable all adults t assess the level f their digital key cmpetences, identify the areas that need t be imprved, and plan the perspectives f their individual develpment, specific learning gals and the steps t take. 121

122 Cntributes t the efficient crdinatin f digital cmpetence develpment at natinal level. Prmtes the targeted elabratin f training prgrammes aimed at the develpment f digital key cmpetences. In rder t fulfil the labur demand f the Gvernment s prgrammes targeted at the develpment f the digital ecnmy and the digital industry (Industry 4.0, Irinyi Plan, Digital Exprt Develpment Strategy f Hungary), it is necessary t initiate prgrammes which g beynd the traditinal frms f training and can mitigate, already in the shrt run, the shrtage f labur, a risk hindering the develpment f ICT cmpanies and the digital ecnmy. It is the respnsibility f the methdlgical and cmpetence centres engaged in the digital cmpetence develpment f adults t classify training curses int the IKER levels as well as t develp and regularly review the framewrks f reference and framewrks related t IKER. The acquisitin f cmpetences required fr digital learning is f key significance fr all adults, therefre, it wuld be essential t create an pprtunity t transfer these cmpetences nline by develping a learning prgramme aimed at the acquisitin f digital learning cmpetences by means f penly accessible and freely usable learning materials. It is particularly imprtant t ensure that the develpment f digital cmpetences is implemented in a way that it is adapted t the challenges f the emplyed persn s jb (e.g. by cntextualising training cntents, rganising n-the-jb training, and by means f the targeted supprt f this type f training). The establishment f a natinal system which supprts cmpetences acquired thrugh nn-frmal and infrmal learning makes sure adults can flexibly enter the apprpriate curses after assessing and taking accunt f their previusly acquired knwledge. The acquired cmpetences will be verified and presented by authentic digital certificatins. In additin t awareness-raising and sensitisatin, the participatin and advancement f adults including, in particular, the emplyees f small and medium-sized enterprises, in digital cmpetence develpment culd be effectively mtivated by varius financial tls (e.g. fiscal incentives, cafeteria, access t services), the scpe f which is t be specified as ne step f the implementatin f the strategy. The varius sectral strategies, measures and plicies shuld be harmnised with a view t develping a cmprehensive system f mtivatin and ensuring its sustainable peratin. This crdinatin task will be perfrmed by the Digital Preservatin Calitin set up upn the recmmendatin f the Eurpean Cmmissin. 122

123 5.4.3 Expansin f the scpe f vcatinal IT training Anther aim f the natinal campaigns, prmtins and prgrammes mbilising the lcal cmmunities is t raise awareness f the demand fr IT specialists and emplyment pprtunities n the labur market. The wrk f the natinal calitin set up at the initiative f the Eurpean Cmmissin with the aim f dealing with digital cmpetences and jbs cntributes t the assessment f initiatives targeted at the prmtin f IT-related prfessins and the identificatin f deficiencies in the training ffer. In this respect, a key rle is played by rganisatins which are capable f facilitating cperatin between market participants, emplyers and training rganisatins. It is ften nt nly the individuals themselves wh need help t develp their digital cmpetences, but als the market participants in training their emplyees. Regarding prfessinal cmpetences in infrmatin technlgy, the Eurpean e-cmpetence Framewrk (e-cf) prvides guidelines t business undertakings fr selecting the mst apprpriate training curses fr their emplyees. In rder t braden the range f training ffers and ensure that the newly develped curses cntain relevant cntents and up-t-date appraches, it is necessary: t make sure that after assessing business needs the Hungarian Chamber f Cmmerce and Industry, with the invlvement f the relevant nn-gvernmental rganisatins, specifies prgramme requirements t cmplement the existing ffer (supply) in a way that they are matched with the actual market demands. t supprt vcatinal further training curses f a small number f training hurs that rapidly react t technlgical develpment and the changing needs f labur market participants and t ensure their quick registratin. t identify target grups and cntent areas where it is reasnable fr the gvernment t take a rle. in additin, t find and cntinuusly mnitr mdern, gap-filling freign language digital learning materials the translatin/adaptatin f which is mre cst-efficient than the develpment f new cntents. t use pen teaching aids upladed n the central prtal which cntains digital educatinal materials and learning pprtunities, and t ensure that the learning utcmes elabrated in detail by the e-cf and IKER develpment tl cntribute t the develpment f ICT training curses that are relevant t the labur market. The develpment f the adult educatin cmpetences f teachers emplyed in prfessinal training curses n an ccasinal basis is supprted by curses available nline n the prtal. In additin t the prfessinal recertificatin curses f IT teachers wh teach in frmal vcatinal training (adult educatin) and nn-frmal vcatinal training, it is reasnable t supprt initiatives 123

124 which prvide a link between the wrld f training and labur market, develpment and service prviding rganisatins, especially in the dynamically grwing areas Supprtive envirnment and crdinatin f digital learning During the curse f implementatin f the adult learning pillar f the DES it is necessary t ensure cntinuus crdinatin in rder t prvide fr the harmnisatin f sectral strategies and strategies cncerning the utilisatin f develpment resurces prvided by the Eurpean Unin. This task can be perfrmed by a bard f experts respnsible fr digital learning and cntent develpment, which will create a cmmn cnceptual backgrund fr the develpments and regulatins and prepare decisins regarding the develpment and disseminatin f the learning/training prgrammes and cntents. The permanent members f the bard f experts respnsible fr digital learning and cntent develpment: the delegates f the sectral, speciality and gvernmental rganisatins respnsible fr implementing the gals f adult digital learning, the advcacy grups affected by the use f ICT fr training purpses, as well as the invited representatives f prfessinal rganisatins. The rganisatinal backgrund required fr the peratin f the bard f experts will be prvided and the prgramming, crdinatin and mnitring tasks relating t the implementatin f activities in line with the apprved peratinal bjectives will be perfrmed by the DSP s rganisatinal unit in charge f secretarial duties. One f the prerequisites f the successful executin f the strategy is that plicy- and decisinmakers respnsible fr the management f the relevant area, prfessinals wrking in public administratin as well as the heads and staff members f institutins invlved in the system f adult educatin are prvided access t infrmatin and are apprpriately prepared fr keeping pace with the changes resulting frm the increasing develpment and spread f learning technlgies and their impacts and fr recgnising the new ptentials they ffer. In rder fr the regulatry envirnment t prmte the wider use f digital learning with its wn tls, it is necessary t examine the barriers - which influence the spread f digital learning - in the regulatry and cntrlling system as well as the measures and time required fr their eliminatin. Sme f the key elements f this are t supprt and enable the develpment and widespread use f new, innvative digital learning frms, t elabrate apprpriate frms f supprt adapted t the characteristic features f digital learning, and t intrduce the applicatin f creative public gds within the scpe f freely available digital learning materials. T ensure that the training prgrammes rganised n the basis f the new digital learning frms can be carried ut in a high quality, it is essential t review the requirements cncerning quality assurance and cntrl and adapt them t the characteristics f digital learning, t examine the pssibility f switching frm prcess-based regulatin t regulatin based n learning utcmes, and t prepare experts invlved in cntrl and quality management fr facilitating the high-standard implementatin and prmtin f digital learning with their wrk. 124

125 By setting clearly defined requirements that are fllwing the technlgical and methdlgical changes and are tailred t the utcme f the develpments as well as the criteria f assessment based n thse requirements, it is pssible t specify cmmn standards based n which the educatinal aids prduced in the framewrk f the individual develpment prjects actually becme pen and reusable. The validatin and recgnitin f cmpetences acquired in the curse f digital learning and interperability between frmal adult educatin and nn-frmal training are supprted by a cmbinatin f several tls: Setting unifrm standards fr the digital training envirnment f training rganisatins. Systemic integratin f electrnic identificatin and individual student recrds in relatin t adult learning. Setting up a cntrlling and assessment system based n the measurement f learning utcmes acquired in the curse f digital learning and laying its prfessinal and methdlgical grundwrk. Measurement embedded in the learning prcess f the utcmes f training and learning (including nn-frmal and infrmal learning) by extending and cmplementing traditinal examinatin prcesses. Intrducing, n a natinal level, the e-prtfli apprach that verifies learning utcmes, which ensures electrnic access t infrmatin cncerning acquired qualificatins and intrduces validated digital badges which verify cmpetences acquired via nn-frmal and infrmal learning. The pen central prtal f digital learning will cntain news, infrmatin and prfessinal annuncements regarding ICT use and the applicatin f digital learning in adult educatin Cntent develpment and sharing In the recent years a number f digital learning materials were develped in the framewrk f prjects implemented under the c-financing scheme f the Eurpean Unin. The cllectin f these materials and their uplading n the central pen learning prtal as an penly available educatinal aid wuld be necessary fr facilitating their further use and develpment. T achieve this in an effective way, it is essential t ensure their accessibility, the identificatin f their usability (in technical and cpyright terms), their classificatin accrding t a cmmn set f criteria, their quality rating, and their searchability n the prtal. By examining the legislative envirnment and the arising cpyright issues and making the necessary changes and clarificatins it will be pssible t cntinue t use the develped cntents in a legal and 125

126 efficient manner and t increase the efficiency f further develpments. As the first step f the implementatin f the strategy, the quality and technical requirements f the electrnic training cntents will be set in line with the adult training act and based n the internatinal cntent descriptin standards with a view t supprting wide-ranging interperability and pen use. The central pen learning prtal may serve as a platfrm which simultaneusly supprts adults interested in digital learning, adult trainers, cntent develpers and instructrs by means f publishing training ffers, pen educatinal aids, guidelines and sets f criteria. Anther imprtant task is t cmmunicate the purpse f the prtal and the rules pertaining t its use. The prtal als supprts the prductin and sharing f pen teaching aids by instructrs mstly by prviding easily usable tls and a supprtive envirnment t instructrs with specialist knwledge wh play a key rle in the develpment f trade-specific learning materials but have n experience in digital cntent develpment (e.g. methdlgical materials, guidelines, templates, etc.). In rder t identify the target grups and cntent areas which require state aid fr the purpses f cntent develpment (e.g. develpment f cre cmpetences and skills needed fr digital learning; digital cntent and learning materials develped in respnse t skills shrtages, quick satisfactin f unfreseeable cmpetence develpment requirements arising n the labur market, etc.), it is necessary t cnduct brad cnsultatins and discuss preferences in the framewrk f the active rle f a bard f experts respnsible fr digital learning and cntent develpment. Digital cntents and applicatins necessary fr the develpment f basic cmpetences required fr success in everyday life, learning and emplyability (writing, reading cmprehensin, numeracy, digital literacy, learning skills, etc.) in the frm f pen teaching cntent will be elabrated and made available fr free use in a centralised manner Digital learning and ICT use Technlgical develpment is cntinuusly creating new ptentials fr adult learning. It is therefre essential t ensure that aid prgrammes aimed at the cmpetence develpment f the abve target grups make it pssible t find and use innvative slutins. The digital transitin and service prvisin f training rganisatins can be encuraged mainly thrugh the cllectin and adaptatin f applicable business mdels. T make sure that the supprted adult training prgrammes are implemented in the expected quality thrugh the explitatin f new pprtunities, it is necessary: T examine and eliminate factrs standing in the way f the widespread use f digital learning in adult training. 126

127 T elabrate a set f criteria relying n the typical key prcesses and activities f rganisatins engaged in digital training and educatin, taking the internatinal standards applied by digital educatinal rganisatins int accunt (DigCmpOrg). T establish, based n these standards, an assessment system relying n the self-evaluatin f training rganisatins. T supprt the creatin f technical cnditins required fr the transitin. The develpment f the digital cmpetences f instructrs and teachers taking part in adult learning is supprted by training prgrammes which will be elabrated and available fr use in a cst-efficient and simple way (adapted t the tls, technlgies, the target grups f the training curses, the designated training areas and systems) as well as by learning materials suitable fr individual use, learning guidelines, and curses available nline. T facilitate the develpment f training prgrammes, it is necessary t wrk ut, apply and regularly review the validity f a reference framewrk which supprts the interpretatin, assessment and systematisatin f the digital cmpetences f the educatinal staff, takes accunt in additin t ICT knwledge f the characteristics f adult learning and the participant-centred apprach as well as the IKER levels and their descriptrs. In rder t supprt digital learning and digital cmpetence develpment efficiently, it is f vital significance t supprt the elabratin f training prgrammes fr getting familiar with the new teaching rles and innvative methds. Quality awards ffered by ministries, ministerial backgrund institutins, chambers, and rganisatins embracing industry stakehlders culd serve as an efficient means f mtivatin directly addressing teachers and instructrs n a vluntary basis. Thrugh these awards the wrk f teachers wh achieve utstanding results in ICT use and cntent develpment with ICT tls and share these achievements wuld be recgnised Measurement-assessment and reprting system An integrated measurement-assessment and administrative system will be develped thrugh the enhancement f the existing data cllectin practice and infrmatin system with the fllwing functins: Laying the fundatins f decisin-preparatin by cllecting and analysing data and measurement results and mnitring user needs. Feedback cncerning labur market relevance in respect f each training curse, which infrmatin can be backchannelled int the develpment f the trade structure and training management. Ensuring efficient data disclsure and easy access t relevant, up-t-date infrmatin. The fragmentatin f the infrmatin systems perated at the varius gvernment and backgrund institutins and chambers can be reduced by setting ut prtability standards, which must be 127

128 elabrated with the invlvement f stakehlders, while supprting the relevant develpment prcesses f certain institutins. One f the expected utcmes f the applicatin f these standards is the availability f structured data which are retrievable frm the different systems and related t the learning life path, which may supprt fact-based decisin-making. The technlgical develpment and the parallel internatinal and natinal renewal f the cnceptual framewrk f digital learning urges the review f (prcess) regulatin, data cllectin and mnitring systems. This review ensures cmpliance with the requirements cncerning the prcesses f planning, implementatin, evaluatin and feedback, bearing in mind the need fr reducing the administrative burdens f the stakehlders and increasing the efficiency f data supply by using new slutins and learning analytical tls. The electrnic administratin and data supply f the training system will becme cmplete, exclusive, and mre ratinal and will be supprted by electrnic applicatins designed t meet central requirements and standards. An examinatin f the pprtunities f electrnic identificatin fr the purpses f adult educatin and the systemic integratin f individual student identificatin will determine the pssibilities f reducing the administrative burdens f bth the applicants and the training prviders arising frm the inquiring, prcessing and use f persnal data, with special regard t applicatin t curses and the executin f the adult training cntracts. This will als identify new electrnic services suitable fr using electrnic identificatin mre widely. The established digital ecsystem will supprt the verificatin and strage f certificatins suitable fr the transfer f learning utcmes (e.g. certificates, validated digital badge) and the mnitring f the learning path. The bard f experts in charge f digital learning and cntent develpment facilitates the achievement f the develpment gals by setting the criteria relating t the measurementassessment and reprting system, prviding feedback cncerning the applicability f the system, evaluating and discussing the retrieved data, and making prpsals fr imprvement. 5.5 Lgical Framewrk Matrix Develpment areas and gals Grups f tls 1. Awareness-raising, reaching, infrmatin 2. Prmtin f digital cmpetence develpment and use 3. Imprvement f access t learning pprtunities Digital cmpetence develpment Digital inclusin Advancement ICT trade Explitatin f the ptentials f ICT and digital learning Supprtive Digital Cntent Measurement, envirnment learning develpment assessment, and and ICT and sharing and reprting crdinatin use X X X X X X X X X X X X X X X X X 128

129 and training curses 4. Prvisin f access t high-quality digital learning cntent 5. Innvatin and knwledge base building 6. Supprt and mtivatin f teachers, develpers and ther experts and vlunteers 7. Capacity develpment and switch-ver f training rganisatins t digital educatin 8. System develpment (tls develping systemic peratin) 9. Sectral and intersectral cmmunicatin and crdinatin 10. Examinatin f legal and regulatry instruments 11. Cllectin and evaluatin f data X X X X X X X X X X X X X X X X X X X X X X X X 5.6 Financing The detailed planning f the financial cnditins f the strategy and tls recmmended in the framewrk f the strategy will be carried ut as part f the implementatin f the strategy itself fllwing its apprval by the Gvernment. In the curse f financial planning the first task is t examine which EU prgrammes can cntribute t the implementatin f the individual develpment gals. The fllwing table summarises the develpment prgrammes which can cntribute t the implementatin f the gals based n currently available infrmatin. During implementatin, after identifying the relevant develpment prgrammes, it is necessary t analyse t what extent the individual prgrammes serve the achievement f the develpment bjectives set ut in the DES. T perfrm this task, the sub-elements f the already running prgrammes (targets set, tls, activities, indicatrs) must be analysed in detail n the ne hand. On the ther hand, prgramme elements that are the mst relevant fr the purpses f the DES must be 129

130 identified and adjusted, if necessary, during the planning prcess f the prgrammes under preparatin. It is a key criterin that a pssible mdificatin f the prfessinal cntent (scpe) shuld nt hinder the scheduled implementatin f the prject(s). T this end, it is advisable t invlve the Digital Success Prgramme Secretariat and the prfessinal team f the DES in the planning prcess f the annual develpment budgets f the OPs cncerned. After that, during the elabratin f the specific actins, it is necessary t make well-funded estimates f the amunt and timing f additinal resurces required fr the verall implementatin f the DES bjectives. The resurce estimates plan must cver requirements cncerning the planning, preparatin and implementatin f the actin as well as the sustainability f its results and impacts. Develpment prjects cntributing t the gals f the adult learning strategy f the DES (t be examined) Develpment gals Develpment prjects (t be reviewed) relevant t the implementatin f the gal Digital inclusin Advancement EDIOP EDIOP EDIOP EDIOP EDIOP HRDOP EDIOP CCHOP- 15 EDIOP EDIOP EDIOP EDIOP EDIOP EDIOP CCHOP- 16 HRDOP PACSDOP CCHOP-15 Develpment f cmmunity internet access pints and expansin f their prtfli f services Facilitating the spread f nline gvernmental, public administratin and e-health services Reducing the digital divide Develpment f labur market key cmpetences Supprt f n-the-jb training prgrammes fr the emplyees f small and medium-sized enterprises Actively fr knwledge Prmtin and supprt f cperatin between educatin institutins and ICT cmpanies ICT mtivatin, perspective-frming and cmpetence develpment prgramme fr SMEs Training peple with a lw educatin level and public service emplyees Reducing the digital divide Develpment f labur market key cmpetences Supprt f n-the-jb training prgrammes fr the emplyees f small and medium-sized enterprises Imprvement f the quality and cntent f 21st century vcatinal and adult training Actively fr knwledge Develpment f the cmplex cmpetence, life path prgramme and educatin technlgy f public services 130

131 ICT trade Supprtive envirnment and crdinatin Cntent develpment and sharing Digital learning and ICT use Measurementassessment and reprting system EDIOP CCHOP- 15 EDIOP EDIOP EDIOP EDIOP CCHOP- 16 PACSDOP CCHOP-15 EDIOP EDIOP CCHOP- 16 EDIOP CCHOP- 16 EDIOP CCHOP- 15 EDIOP EDIOP EDIOP EDIOP EDIOP EDIOP CCHOP- 16 HRDOP PACSDOP CCHOP-15 HRDOP June 2016 Prmtin and supprt f cperatin between educatin institutins and ICT cmpanies Facilitating the spread f nline gvernmental, public administratin and e-health services Develpment f labur market key cmpetences Supprt f n-the-jb training prgrammes fr the emplyees f small and medium-sized enterprises Imprvement f the quality and cntent f 21st century vcatinal and adult training Develpment f the cmplex cmpetence, life path prgramme and educatin technlgy f public services Facilitating the spread f nline gvernmental, public administratin and e-health services Imprvement f the quality and cntent f 21st century vcatinal and adult training Imprvement f the quality and cntent f 21st century vcatinal and adult training Prmtin and supprt f cperatin between educatin institutins and ICT cmpanies ICT mtivatin, perspective-frming and cmpetence develpment prgramme fr SMEs Training peple with a lw educatin level and public service emplyees Reducing the digital divide Develpment f labur market key cmpetences Supprt f n-the-jb training prgrammes fr the emplyees f small and medium-sized enterprises Imprvement f the quality and cntent f 21st century vcatinal and adult training Actively fr knwledge Develpment f the cmplex cmpetence, life path prgramme and educatin technlgy f public services Develpments laying the grundwrk fr lifelng learning 131

132 6 HORIZONTAL PILLARS 6.1 Mnitring the learning path Situatin Analysis In rder t create a cmpetitive educatinal system, reduce early schl-leaving, implement the strategic gals defined in the pillars f this strategy, and t fulfil the educatinal bligatins set ut in the Educatin and Training 2020 Strategy, it is essential t set up a jint database, which cntains systematised, accurate and up-t-date infrmatin n the studies and academic achievements f the individual students Plicy backgrund The Educatin and Training 2020 Strategy set fur cmmn EU bjectives t address challenges in educatin and training systems by 2020: Making lifelng learning and mbility a reality and at the same time imprving the quality and efficiency f educatin and training. Prmting equity, scial chesin, and active citizenship, and enhancing creativity and innvatin at all levels f educatin and training. T mnitr the changes, it is indispensable t perate a jint database, which cntains systematised and accurate infrmatin f the studies and academic achievements f the individual students. Pursuant t the Public Educatin Develpment Strategy 55, ne f the tasks f Hungarian public educatin is t cnnect educatinal data in a way that prblems related t data prtectin and persnality rights are slved. The bjective f the EU 2020 Strategy aimed at the enhancement f cmpetitiveness and emplyability is t reduce the rate f early leavers frm educatin and training 56 in the EU belw 10% n average. Hungary has undertaken t reduce this rate t 10% by In 2011 the Cuncil f the Eurpean Unin adpted a Recmmendatin 57 n plicies t reduce early schl leaving. The Recmmendatin calls n the Member States t identify the main scial and educatinal factrs leading t early schl leaving, cntinuusly mnitr the learning path f the mst vulnerable target grups, and build an early alarm system t prevent early schl leaving, which Hungary has undertaken t intrduce in its medium-term strategy n the preventin f early schl leaving Public Educatin Develpment Strategy p 51 ln: (Dwnladed n: 15 June 2016) 56 Early schl-leavers The rate f year-ld peple wh have nt cmpleted upper secndary educatin and d nt participate in educatin r training at the time f the survey (Dwnladed n: 15 June 2016) 58 Medium-term strategy n the preventin f early schl leaving. p 19 ln: df (Dwnladed n: 15 June 2016) 132

133 T fulfil the bligatins undertaken in the Educatin and Training 2020 Strategy, it is necessary t supprt the planning f learning and emplyment paths. In accrdance with the abve, the mediumterm strategy n the preventin f early schl leaving specifies the tasks cncerning the further develpment f the career rientatin infrmatin system, which directly cntributes t reducing the rate f early schl leaving Data and databases in educatin Data and databases n educatin have been available in an administrative sense fr a lng time, s cuntries perating highly develped educatinal infrmatin systems already switched ver frm the paper-based filing system t electrnic administratin in the apprpriate stage f infrmatin technlgy develpment. This phenmenn, i.e. the pprtunities ffered by the mdern IT slutins have resulted in sci-ecnmic expectatins frm the educatin systems bth at institutinal and sectral levels which pened up cmpletely new perspectives in assessing the quality and effectiveness f educatin. The fact that there are standardised data available n grups f students, whether small r large, in an increasing prprtin f cuntries and n all students in an increasing prprtin f cuntries has actually raised educatin systems and their assessment t a new level f develpment. The main pssible functins and aims f the cllectin f educatinal data: Management and rganisatin f the educatin system: educatin administratin, recrds. Budget planning. Sectral and institutinal develpment: evidence-based decisin-making, mnitring, strategic planning, management infrmatin systems, BSC, indicatrs. Educatin research and analysis. Assessment: students, teachers, institutins, the sectr. Prviding infrmatin t the public, transparency. Making use f the pssibility f data transmissin, central electrnic registers were established, based n which databases suitable fr statistical purpses culd be built, while maintaining the riginal intended purpse f registratin. Tday, abut half f the Eurpean Unin s Member States prduce a majr part f their educatin statistics frm such registers. The main cllectrs f administrative data are the institutins and institutin peratrs themselves. Mst f the educatin plicy decisins were influenced by these data and a significant prprtin f these decisins aimed t affect the characteristics f the educatin systems described by these data. In fact, n r nly a limited amunt f data was available n the actual effectiveness f educatin, 59 Medium-term strategy n the preventin f early schl leaving; pp ln: df (Dwnladed n: 15 June 2016) 133

134 particularly at systemic level, and even if there were available data, they had little effect n decisinmaking. In this respect, the breakthrugh was the spread and cmpulsry use f test-based student perfrmance assessments and then the linking f public plicy decisins with the results. This phenmenn has cntributed t the increasing significance f evidence-based decisin-making als in educatin plicy in the past decades, with the main reasn being the substantiatin and mre efficient accuntability f educatin plicy decisins, which have serius financial cnsequences and a serius effect n the living circumstances f many peple Internatinal practices f student perfrmance assessment and mnitring In rder t mnitr the achievement f the gals defined in the Educatin and Training 2020 Strategy and t underpin evidence-based decisin-making, it is essential t link and analyse the cllected educatinal data. Several educatinal administratins have already been capable f perfrming these tasks. Having recgnised the ptentials f these systems, gvernmental rganisatins and agencies have been set up in many cuntries fr the specific purpses f cllecting administrative databases and managing their secndary use. This has a well-established practice and traditin in Denmark, the Netherlands, Sweden and Finland, but special attentin is paid t addressing this prblem als in the United Kingdm. This prcess has been supprted and urged by a number f internatinal rganisatins (e.g. the Eurpean Cmmissin, the UN, the OECD, the Wrld Bank). Tday, appraches t learning are mre and mre fcused n the individual. While frmerly the fcus was n the teacher r the institutin, nw it is n supprting the learning paths and the individual learning needs as well as service develped with the aim f addressing thse needs Legislative framewrk and data prtectin in Hungary The mst relevant legislative acts include the currently effective law n data prtectin as well as Act CXII f 2011 n the right f infrmatinal self-determinatin and freedm f infrmatin (hereinafter: Inf Act ), which superseded the previus privacy regulatin, i.e. Act LXIII f 1992 n the prtectin f persnal data and the publicity f data f public interest (hereinafter: Privacy Act). One f the key purpses f the act is t specify the rules cncerning data prcessing with a view t ensuring that data managers respect the privacy f natural persns. The registers kept in educatin ften include persnal data n students. The Inf Act clearly defines the term persnal data : Persnal data shall mean data relating t the data subject, in particular by reference t the name and identificatin number f the data subject r ne r mre factrs specific t his physical, physilgical, mental, ecnmic, cultural r scial identity as well as cnclusins drawn frm the data in regard t the data subject. It is imprtant t emphasise that the Act applies t any data management and data prcessing activity perfrmed in Hungary which invlves the data f natural persns r data f public interest r 134

135 public data t be disclsed in the public interest. The integratin f student-related data int ne system is subject t the abve rules n data management and data prcessing Educatinal registers and databases in Hungary In Hungary, majr IT investments in the area f educatin started in the 2000s. It was als in the early 2000s that the use f schl administratin prgrams began t spread and the institutinbased statistical data reprting system (the s-called Octber statistics ), which had frmerly up t 2000 been paper-based, was mdernised. This created the demand fr electrnic data reprting, s the Public Educatin Infrmatin System (KIR) and later the Higher Educatin Infrmatin System (FIR) were established, and the educatinal ID cde was als intrduced. This is a unique identificatin number which is assigned t each child already when entering kindergarten and this cde will accmpany them alng their entire learning path. By 2008 the fully web-based statistical data reprting system had been intrduced and, at the same time, the develpment f central electrnic registers began in sme areas. These include persnal registers (institutinal recrds, student and teacher registers, database fr secndary schl enrlments, schl-leaving examinatin database, admissin infrmatin system and the higher educatin infrmatin system). These systems, with sme exceptins, are perated parallel with each ther, with hardly any cnnectin. As an exceptin, there are sme initiatives where infrmatin cntained in several public administratin databases has been integrated. An example fr this is the data recnciliatin f the higher educatin infrmatin system and sme labur recrds, which are based n persnal data but are treated annymusly, and which prvide accurate infrmatin n the labur market situatin f tens f thusands f graduates. The main databases presented in the full versin f the strategy: Public Educatin Infrmatin System (KIR); Higher Educatin Infrmatin System (FIR); Central electrnic register f certificates f cmplex vcatinal exams; Adult Educatin Infrmatin System; Statistical database f adult educatin (OSAP 1665) Utilisatin f data in Hungarian educatin The infrmatin cntained in the abve databases cmes and is upladed mstly in relatin t varius educatinal life events. A majrity f these data are used since they have a specific purpse in the curse f the actins and prcesses identified by the reasn fr their cllectin as well as in the framewrk f ad-hc analyses and research prjects. At the same times, they are smetimes used althugh ften t a limited extent and spradically in cnnectin with ther life events. Learning path educatinal life events and data surces 135

136 KÖZNEVELÉS FELSŐOKTATÁS SZAKKÉPZÉS FELNŐTTKÉPZÉS MUNKAERŐPIAC Beiratkzás - óvda Beiratkzás - iskla Kmpetencia mérés Érettségi Felvételi Nyelvvizsga Diplma OKJ tanflyam FAT képzés Munkavállalás KIR Kmp. mérés Érettségi INYR NETFIT Felvételi NYAK DPR OKTV KIR VIZSGA NY. OSAP FINY FIR NAV OEP PUBLIC EDUCATION HIGHER EDUCATION VOCATIONAL EDUCATION AND TRAINING ADULT EDUCATION LABOUR MARKET Enrlment - kindergarten Enrlment - schl Cmpetence assessment Schl-leaving exam Entrance exam Language exam Degree NQR curse FAT (Adult Training Accreditatin Bard) training Emplyment KIR Cmpetence assessment Schl-leaving exam INYR (Integrated Mnitring System) NETFIT Entrance exam NYAK (Accreditatin Centre fr Freign Language Examinatins) DPR (Graduate Career Tracking System - GCTS) OKTV (Natinal Secndary Schl Cmpetitin) KIR EXAMS OSAP FINY (Adult Training) FIR NAV (Natinal Tax and Custms Administratin f Hungary) OEP (Natinal Health Insurance Fund) Other surces f infrmatin include databases the cntents f which are nt directly linked t students, instead, they prvide persnal and infrastructural supprt fr the sectr s peratin, fr example the institutin peratrs recrds, the persnal registers f the educatinal staff, recrds relating t textbk rders and dcuments, lists f specialists, cnsultants, and examinatin bard chairs, etc. Even in the absence f persnal data linking, these can be useful surces f infrmatin 136

137 fr the purpses f mnitring the learning path, therefre, there are reasnable grunds fr their integratin as a secndary surce Strategic Gals The strategic gal is t create a mre cmpetitive educatin thrugh the utilisatin f the sectr s educatinal asset and t imprve the effectiveness, equity and efficiency indicatrs at all levels f educatin. The direct gal is t link existing databases and recrds and create an educatinal infrmatin system at sectral level, which is suitable fr mnitring the learning path, and thus prviding data that ensure mre substantiated decisin-making at bth institutinal and sectral levels. Furthermre, they supply accurate, validated infrmatin n the actual perfrmance f educatin institutins and stakehlders, and by means f their cmparisn r their invlvement in the assessment prcedure we can get a mre precise view f the current situatin and develpment f bth the individuals and the institutins. During the curse f implementatin f the gal, the educatinal data asset will be cmpletely assessed, the sectral and institutinal needs will be identified, and by prcessing all this infrmatin it will be pssible t carry ut the legal, rganisatinal and infrmatin technlgical planning and develpment tasks that are essential fr imprvement as well as t elabrate a sustainable mdel. Anther gal is t integrate these data int pedaggical practice and int sectral and institutinal decisin-making, t elabrate methdlgical knwledge and practices fr data-based prcedures, as required fr the use f such infrmatin, and t prvide cntinuus prfessinal supprt. The direct gals f the strategy are: Adpting the practice f learning path mnitring in educatin using the available data asset f the educatinal and labur market sectrs and linking the data and databases relating t students life events. Identifying the risk factrs f early schl leaving based n the learning path mnitring data and elabrating a student prfile and alarm system fr early schl leaving, thus prviding an pprtunity fr well-funded interventins at sectral (schlarships, ther frms f supprt) and institutinal (mentring) levels alike. Prviding labur market feedback similar t the sectral data integratin mdel applied t the already implemented graduate career tracking system, extending student path mnitring t all levels f educatin. Integrating data frm external data surces int measurement-assessment and quality assurance prcedures at student, teacher, institutinal and sectral levels. Supplying reliable and up-t-date infrmatin as required fr supprting management decisins, making and adpting data-based decisins, and prviding data surces that are essential fr the elabratin f strategic indicatrs. 137

138 Making benchmarks and ranks based n the sectral and institutinal indicatrs, data and databases f the educatin system and making them available t the public; supprting internatinal data supply and perspective-frming. Establishing an infrmatin system which is suitable fr analyses fr educatin plicy and educatin research, fr examining crrelatins as well as fr mdel calculatins and impact analyses. Ensuring publicity and transparency and prviding infrmatin t citizens. The scpe f the strategy cvers the existing data and their linking, it is nt a gal t define new sets f data. During the curse f IT develpment, the strategy specifies three data levels fr the purpses f linking the databases: primary: the data f which are relevant t the student s life events; secndary: which are linked t the created database; tertiary: which can be linked t the database in technlgical terms but d nt cntain data which are relevant t the strategic gals Set f tls Integrating the data f surce databases Tday, there are cmprehensive sectral electrnic recrds available n students taking part in frmal public educatin, vcatinal educatin and training and higher educatin curses. Hwever, their data cntent is incnsistent given the purpse f the data strage as they are made f infrmatin f varius levels f standardisatin and quality. The first step f the develpment prcess shuld be t use an apprpriate apprach t review the types f data relevant t the mnitring f learning paths and t clearly specify the data prtectin and data validity framewrks f their usage. In additin, it wuld be essential t establish an infrastructure with apprpriate parameters, suitable fr annymus data management, which wuld enable the strage, prcessing and, if required, the migratin f large amunts f data. This des nt necessarily mean that new systems shuld be built, but it must be guaranteed that the strage and prcessing f data can take place separately, independent f the databases that stre infrmatin directly suitable fr persnal identificatin Usability f data levels and data After the necessary annymity steps, data frm the individual databases can be integrated int the learning path tracking system at varius levels. Sme f the data are generated in cnnectin with r as a result f the educatinal life events f students (e.g. enrlment data, measurement-assessment infrmatin, labur market infrmatin, etc.), and these make mst infrmatin available abut the learning path f the students cncerned: 138

139 backgrund, perfrmance, functinal effectiveness, etc. We regard these as primary data frm the viewpint f their life paths. In additin t the primary data, there is anther categry f infrmatin which we define as secndary data which is nt prduced during the educatinal advancement f the student, but results frm the peratin f the sub-systems f educatin: data relating t the participatin f the institutins and the teachers, measurement-assessment, and infrastructural data. These are als integrated in a frm unsuitable fr persnal identificatin, hwever, they are linked t the primary data at the level f elementary data recrds. The impact the phenmena described by the secndary data have had n the student s life path can be analysed as a result f the data link created during integratin, and these als enable further, mre cmplex analyses prvided that sufficiently detailed and enugh infrmatin is available such as the creatin f predictive mdels, cmplex impact analyses, etc. The third grup f data t be integrated are the supplementary data, which cannt r can nly partially be directly linked t the elementary (student) data. Their integratin prvides additinal infrmatin t users, whether they are f a statistical nature r independent data suitable fr cmparisn Public Educatin Infrmatin System and the Higher Educatin Infrmatin System The data cntent f the Public Educatin Infrmatin System (KIR) culd frm the basis f the system which makes the mnitring f the learning path pssible. At the beginning f the life path there are several educatinal life events t be defined: participatin in early develpment, kindergarten/schl enrlment, r entry int adult educatin in the case f freigners, fr example. The data generated in cnnectin with these events are suitable fr starting the series f elementary student infrmatin as the first grup f data. The elementary data, which are made annymus in accrdance with the privacy regulatins, tgether with further infrmatin generated during the learning path and added t the frmerly integrated data as supplementary infrmatin, cnstitute the cntinuusly grwing elementary (primary) data grup as well as the similarly cntinuusly grwing secndary (independent f student life events), and tertiary (supplementary statistical) data grups. In additin t the KIR, the Higher Educatin Infrmatin System (FIR) can serve as the ther surce database f life path tracking, at least as far as the life paths f higher educatin students are cncerned. The students advancement, the acquisitin f higher educatin qualificatins, their parameters, the als annymus results f higher educatinal cmpetence assessments, if established and integrated int the higher educatin system, the language examinatin results as well as the results f academic cmpetitins all serve as an imprtant surce f infrmatin fr the system. 139

140 The labur market as a data surce In the recent years several prgrammes have been launched with the aim f integrating public administratin data with varied success, but many results. One f these gd practices is the Graduate Career Tracking System develped by Educati Nkft and still perated by the Educatinal Authrity. The system nt nly cllects the results f nline questinnaire-based surveys cnducted by higher educatin institutins amng frmer and current students, but als links higher educatin and nw als public educatin data using the methdlgy f integratin f s-called public administrative data with labur market infrmatin. Infrmatin relating t certain key educatinal life events, cmplemented with sme labur market data, have already served as a very useful surce f infrmatin fr students applying t higher educatin institutins, because these data have helped t develp services that present career pprtunities ffered by the individual degree curses, thus creating a new basis fr using linked higher educatin and labur market infrmatin. These gd practices can be relevant precursrs fr a systematically built, regularly updated and extended and adequately sphisticated learning path tracking system, which is capable f interpreting data in accrdance with an apprpriate prfessinal interpretatin framewrk, and can prve that the primary purpse f use f public administratin data even if nt prduced in the wrld f educatin can be cmplemented with numerus secndary purpses. Data frm this system can be ptentially used fr purpses including, but nt limited t the fllwing: Cyclical and cmparable statistical infrmatin n changes in the situatin f participants f the educatinal system (prgress, transfer, exit, early schl leaving, etc.) at the level f institutins, areas f study, curses, etc. Infrmatin fr the preparatin f data-based educatin plicy decisins (e.g. thrugh the identificatin f trends in training demands r the in-depth explratin f prblems). Infrmatin n the demand/entry characteristics and labur market situatins f certain higher educatin and vcatinal training curses and institutins fr students cntinuing their studies and ther grups f sciety. Making training institutins cmparable based n student parameters. Pssibility f the impact analysis f state supprt tls (e.g. supprting entry t higher educatin). Pssibility f making frecasts and mdel calculatins t supprt pririty bjectives, e.g. t prevent early schl leaving, harmnise the educatin system with the labur market, etc. Pssibility f prviding infrmatin f apprpriate quality fr the purpses f unique (educatin) research prjects. Analysis f the time required fr transitin between secndary and tertiary studies and the interrelatins between selectin and self-selectin as well as the chice f higher educatin degree curses and the secndary educatin life path. 140

141 Examinatin f the impact f reginalism n pst-secndary learning intentins and their directins. The targeted further imprvement f the educatinal and teaching activities f secndary schls with a view t reducing the drp-ut rate in higher educatin. Establishment f a characterised life path database with statistical methds and the use f elementary data frm the KIR and FIR systems. Mnitring f the talent develpment activities f secndary schls and higher educatin institutins Data validatin, management f data authenticity prblems Educatinal Register There have been several attempts at tackling the abve-mentined data validatin prblems disruptins in institutinal data reprting, cntent errrs in data reprting, etc. and effrts are still being made in the institutins perating the main systems f Hungarian educatin. The greatest prblem regarding the annymus integratin f the data f separate systems is caused by the inaccuracies f basic data which make the identificatin f students pssible (in the surce systems) and the errrs in data prcessing. There are several slutins t manage these prblems efficiently, but the mst evident ne wuld be t make sure that the persnal database f educatinal recrds culd be checked against infrmatin in the database cntaining the current central persnal recrds and t make the necessary crrectins n the basis f such authentic infrmatin, in accrdance with the prtcls specifically designed fr this purpse. This culd reslve many f the data recnciliatin prblems, which wuld be f key significance in the case f a system which is basically aimed at cmpleteness, i.e. at mnitring the life paths f all students n an annymus basis. The data recnciliatin prcess utlined abve can be implemented by establishing a s-called Educatinal Register, which wuld recrd and track the educatinal life events f students in an identifiable manner, based n the s-called educatinal ID number and persnal data, and culd ensure the efficient and authentic use f infrmatin retrieved frm the educatinal recrds by setting up further related services. Since the data cntained in the databases are linked t individual persns, the cnnectin f the tw systems requires high-level authrisatin and user right management, but this can be slved in terms f infrmatin technlgy. It wuld be reasnable t examine the pssibility f using the health data f students generated prir t and after beginning their studies in the students individual develpment prcess. The certificatins acquired during the learning path shuld be made available t the persns t whm the certificatins were issued r their authrised representatives in an authenticated and electrnic frm. It is a pririty task t accept electrnic identificatin in respect f all administrative events f the educatin and training system as a whle. 141

142 Develpment f data-based pedaggy and management methdlgy and practice, prfessinal supprt In additin t the necessary infrmatin technlgical and legislative tasks required fr mnitring the learning path, it is als essential t widely disseminate the knwledge and methdlgy required fr the use f infrmatin t thse cncerned bth at institutinal and sectral levels. The first step is t cllect the infrmatin, data and relevant literature necessary fr develpment as well as t rganise these in a structured frm and establish a knwledge base fr learning paths. This may cntain a repsitry f internatinal and dmestic gd practices, related literature, databases, and relevant research infrmatin. The prcessing f prfessinal cntent and the assessment f sectral and institutinal management needs, and the planning f ICT develpments at systemic level culd cnstitute a cmprehensive knwledge base, which is capable f transferring knwledge n learning path mnitring, educatinal recrds in a brad sense, and their use in a practice-riented frm. T this end, it is necessary t elabrate a manual summarising the relevant knwledge base, methdlgical aids, as well as further training materials required fr sectral and institutinal experts and thse respnsible fr measurement and assessment wh will use these data and t ensure their further training. This mnitring task and the apprpriate use f data require cntinuus prfessinal supprt, cnsulting, and an nline knwledge base as well as the rganisatin f prfessinal frums, wrkshps, and cnferences fr the exchange f experience and the establishment f platfrms and netwrks fr knwledge transfer Data integratin and the mnitring f prcesses The aim f data cllectin, data integratin and the mnitring f prcesses is t manage the prblem which arises frm the fact that in the past 25 years n system has been develped fr the purpses f mnitring life paths. As a result, cnclusins abut the success f students life paths can nly be drawn frm the sample f labur surveys, and the alerts cannt be treated as real awareness-raising signs. In either case it is nt the develpment f a new infrmatin system that is required, but the use f existing data cllectins and databases, with supplementary data, where apprpriate, the creatin f new functins, the linking f certain infrmatin, and the use f data, ensuring an adequate level f data prtectin. During the curse f implementatin, the ften cntradicting and/r parallel r cmpeting institutinal and rganisatinal interests must be taken int cnsideratin. It is therefre imprtant t designate a gvernmental bdy which will take the main respnsibility fr implementatin Mnitring system The purpse f the mnitring system is t make sure that changes in the target area f life path tracking are presented and the reasns fr shrtages are revealed. T accmplish this, in respect f 142

143 the data asset prduced as a result f the integrated database, the mnitring system must be suitable fr defining and planning the gals (accrding t their rientatin, scpe and time span); supprting, frecasting and mnitring sectral and institutinal decisin-making; mnitring sci-plitical, sectral, institutinal and civilian gals; identifying the necessary pints f interventin and feedback. The gals f the mnitring system must be aligned with all pillars f The Digital Educatin Strategy f Hungary. The mnitring f the ther strategies shuld als be supprted, if the database is suitable fr this. It is necessary t develp a set f indicatrs fr the abve gals taking accunt f the ptentials and limits f the data asset. The set f indicatrs culd serve as a basis fr mnitring gals using indicatrs elabrated n a prfessinal educatin and IT basis as well as fr the identificatin f interventin and feedback pints. The mnitring system prepares regular and ad-hc prgress reprts. The prgress reprts must aim t present the quantified results f the defined gals and interventins via time series data t ensure a clear understanding f trends, their internatinal cmparability, and their cnsistence with data retrievable frm the mnitring system f the peratinal prgrammes. Already in the shrt run, the mnitring system enables state interventins in areas where the achievement f the gals set is behind schedule. The mnitring reprt cvers the planned interventins, thereby prviding the pssibility f presenting chrnlgical changes. The mnitring system must cmply with the quality management system f The Digital Educatin Strategy f Hungary. 6.2 Accessibility fr persns with disabilities in educatin and training Situatin Analysis Pursuant t Articles 70/F and 70/G f the Cnstitutin, the Republic f Hungary guarantees the right f educatin t its citizens. It shall implement this right thrugh the disseminatin and general access t culture, free cmpulsry primary schling, thrugh secndary and higher educatin available t all persns n the basis f their ability, and furthermre thrugh financial supprt fr students. 60 The internal changes f labur market requirements have generated the need fr better qualified emplyees. This means that the educatin f SEN (special educatin needs) students has had t face greater challenges, since it has becme necessary t ensure higher quality utcmes in rder t guarantee emplyment. Frm the viewpint f human rights, special pedaggy is subject t the

144 burden f cntinuus expectatins. The United Natins Cnventin n the Rights f Persns with Disabilities als emphasises the need fr active participatin. Pursuant t Dcument COM (2010) 636 f the Cuncil f the Eurpean Unin, the Eurpean Disability Strategy , A Renewed Cmmitment t a Barrier-Free Eurpe fr Disabled Persns, pririty must be given t prviding timely supprt fr inclusive educatin and persnalised learning, the early identificatin f special needs, and adequate training and supprt fr prfessinals wrking at all levels f educatin. The develpment tasks f the perid will be defined t serve the abve gals. AT present, 63% f the SEN students are educated and taught in an integrated frm. Hwever, educatinal activities perfrmed in an inclusive and adapted frm require further supprt in the future, fr example in the key areas f health develpment. 61 At the varius levels f public educatin and training sme 4-5% f the students are disabled and their disabilities cause r may cause learning difficulties. Regarding the right f educatin as set ut in the Fundamental Law, equal pprtunities and the pssibility f equal access must be guaranteed at all levels f public educatin and training. In the case f persns with disabilities, equal pprtunities can be guaranteed by ensuring equal access (in additin t ther actins cncerning scial and lifestyle cmpensatin). In the case f digital educatin and digital learning equal pprtunities can be prvided by means f digital accessibility. Digital accessibility affects tw main areas: the accessibility and perability f physical, i.e. hardware elements and the perability f digital services and sftware. Having recgnised this prblem, the natinal legal regulatins as well as internatinal cnventins and laws are being amended with a view t supprting nt nly physical, but als infcmmunicatins accessibility, and they ften prescribe cmpliance with this requirement. In mst cuntries f the wrld the web accessibility standard W3C WCAG is regarded as the basis f legal regulatin. In general, dmestic tenders expect the lwest, i.e. A level accessibility, but they mre and mre ften require ne level higher, i.e. AA (tw As) level. A prpsed recmmendatin fr guidelines 63 has already been submitted t the Eurpean Cmmissin, which the Eurpean Parliament has already adpted. This dcument stipulates that in all future prjects t be implemented frm state r Eurpean Unin funds, whether full r in part, accessibility cnfrming t the WCAG 2.0 AA standard will be required. Since making any sftware r website subsequently accessible csts much mre energy than if the develpers had met these requirements immediately when develping them, it is imprtant t make 61 Public Educatin Develpment Strategy, Hungarian translatin:

145 sure that n mre infcmmunicatins tls are made withut taking accunt f at least these mst basic criteria, as these tls and platfrms will hpefully serve needs fr many lng years t cme. It is therefre essential t bserve these guidelines in the case f all newly develped platfrms Strategic Gals In The Digital Educatin Strategy f Hungary pririty is given t the issue f equal pprtunities in harmny with the Public Educatin Develpment Strategy as well as the laws regulating certain areas f educatin and training and the Fundamental Law. In line with the abve, the DES has set the fllwing bjectives cncerning equal access: The websites f educatin institutins as well as the infcmmunicatins platfrms available t students and parents shuld be made accessible at the WCAG 2.0 AA level. A central rganisatin shuld be established fr the purpses f checking and guaranteeing the accessibility f infcmmunicatins platfrms and prviding help in barrier-free access arrangements. Special hardware and sftware tls used by students with disabilities shuld be made accessible. Detailed instructins f use shuld be prvided fr hardware and sftware t students with disabilities as well as the teachers and IT specialists f the educatin institutins. The use f these tls must be integrated int the SEN prgrammes. It wuld be necessary t develp a learning material which can be indirectly r directly used by the students cncerned, teachers, parents, university students, and instructrs and which sensitises them t the main grups f persns with disabilities Set f tls The interventins required fr ensuring equal pprtunities vary amng the areas f educatin and training and the different life cycle stages t such an extent that the requirement f equal pprtunities in a brader sense are discussed separately in each pillar. At the same time, barrierfree access t digital tls and services basically require cmmn actins, therefre, these are given pririty in The Digital Educatin Strategy f Hungary and thus presented separately frm ther categries f equal pprtunities. In rder t ensure equal pprtunities, electrnic services and digital learning materials must be made accessible, digital devices must be made available t students with disabilities in educatin institutins, and educatinal staff teaching students with disabilities must be prepared fr the use f digital devices. 145

146 6.3 Security Situatin Analysis Pursuant t the Directive f the Eurpean Parliament and f the Cuncil cncerning measures fr a high cmmn level f security f netwrk and infrmatin systems acrss the Unin, t achieve and maintain a high level f security f netwrk and infrmatin systems, each Member State shuld have a natinal strategy n the security f netwrk and infrmatin systems defining the strategic bjectives and cncrete plicy actins t be implemented. The strategy must cntain an indicatin f the educatin, infrmatin and training prgrammes relating t the natinal strategy n the security f netwrk and infrmatin systems. Chapter II f Gvernment Decisin N 1139/2013 f 21 March 2013 n the Natinal Cyber Security Strategy f Hungary titled Hungary s set f values, visin and bjectives relating t cyber security stipulates that T address present and future challenges, Hungary lays dwn the requirement that the Hungarian cyberspace shall prvide a secure and reliable envirnment: fr individuals and cmmunities t ensure scial develpment and integratin thrugh cmmunicatin based n liberty, freedm frm fear, and guaranteeing the prtectin f persnal data; fr the business sectr t develp efficient and innvative business slutins; fr future generatins t ensure value-based learning and uncrrupted cllectin f experience resulting in a sund mental develpment; fr electrnic public administratin, t prmte innvative and cutting-edge develpment f public services Kindergarten educatin The vulnerability f the grup f 3-7-year-ld children is increasing within the family due t their access t digital devices and the uncntrlled cntent available thrugh thse devices. The patterns learned at hme, within the family have a severe impact n the develpment and awareness f children. Since the direct educatin f 3-7-year-ld children is less efficient, it culd be mre effective t fcus n pattern-based behaviur frmatin thrugh the parents and teachers. Besides the illustrative functins f digital tls, IT educatin has an increasing rle in the lcal educatinal prgrammes f kindergartens, which clearly indicates that kindergarten teachers are lking fr pssibilities f integrating ICT tls int kindergarten educatin. Therefre, it is necessary t map all natinal and internatinal gd practices where the high-standard wrk f kindergarten educatrs is harmnised with the explitatin f the educatinal ptentials f ICT tls. The basic dcument f kindergarten educatin, i.e. the Natinal Cre Prgramme f Kindergarten Educatin 146

147 (Gvernment Decree N 137/1996, as mdified frm time t time) must be revised s t align it with the DES, because currently this dcument des nt deal with the new challenges f the infrmatin sciety at all, it des nt even mentin the spread f digital devices and technlgies r the ICT tl usage in early childhd, nr des it state hw kindergarten teachers shuld respnd t this trend. It is imprtant, hwever, t take accunt f the fact that children d nt nly meet ICT tls at hme, but increasingly in the kindergarten envirnment as well (camera, PC, ntebk, tablet, dictaphnes), which the institutins use primarily fr illustratin purpses r in thematic lessns. The strage and publishing f digital cntents and phts prduced during kindergarten lessns are a daily practice, s institutins must draw up privacy guidelines and plicies and agree with the parents hw they can ensure the prtectin f the persnality rights and persnal infrmatin f the 3-7- year-ld children. Thus, the need fr the prtectin f persnal data arises already in kindergarten, and the institutins must be aware f the current regulatins and in their wn data management plicies shuld lay dwn the rules fr the prcessing f the persnal data f children, parents and staff members in their institutins. As cmmunicatin via scial netwrks, websites and is becming increasingly cmmn, it is essential t intrduce security-cnscius data management already in the kindergarten envirnment. This is a new challenge fr all participants f kindergarten educatin since they need t adapt t the changes brught abut by the digital space bth in terms f applied knwledge and the related set f tls and the behaviural patterns they are expected t prvide Public educatin and vcatinal training institutins Undubtedly, students are expsed t the greatest threat cncerning risks arising frm internet use. Accrding t internatinal surveys, parents regard harmful internet cntent and cntact with dangerus strangers as the majr ptential surces f risk. Almst everywhere in the wrld children begin t get familiar with the digital wrld and the pprtunities ffered by the digital space at an increasingly early age. Regarding the internet use f children aged 9-16 years, mst f them use the internet n a daily basis, while weekly use is cnsidered cmpletely nrmal. Based n surveys, almst all students wh use the internet daily have encuntered risky activities (cyberbullying; adult cntent, cntents including vilence, aggressin, cruelty; the negative effects f scial media sites; phishing, unauthrised use f data, malware), and the rati f thse wh als have persnal experience is increasing. One fifth f the students have already brwsed cntents which are ptential threats t them. In spite f the abve, brwsing adult cntent is negligible, nly ne ut f ten children has this type f experience. Nearly 70% f the children asked claimed they had been subject t sme kind f cyberbullying. Seeing images and vides that cntain adult cntent affected 30% f the children, and nearly ne third f them admitted t have had experience with messages and actins related t such cntents. Hardly any children are aware f the fllwing: 147

148 Safe infrmatin management cncerning the use f data and infrmatin: generatin, prcessing, management, mvement, strage, saving, destructin, remval, etc. f data and infrmatin. Applicatin and sftware: installatin, security settings, permanent deletin, etc. Tl management: security settings, restratin f default settings, re-installatin f devices, etc. Safe use f e-services: authenticatin, dcument encryptin, dcument verificatin, passwrd creatin, passwrd handling, etc. Online abuses and their management: unauthrised access t and mdificatin f data, passwrd cracking, spams, haxes, viruses, wrms, Trjans and rtkits (infecting the system kernel), btnets, adware, spyware, malware, rgue sftware, scareware, phishing, infectius websites, man-in-the-middle. Physical abuses: stealing passwrds, scial engineering, IT identity theft (stealing persnal identity in infrmatin systems), theft f devices and data carriers, scrapping, dispsal f devices, dumpster diving, sharing persnal/fficial infrmatin n scial netwrks. Safe use f ffice applicatins: deleting persnal data frm dcuments, prtectin f dcuments with passwrds, dcument encryptin, teamwrk use, the risks f data synchrnisatin between devices, the risks f wireless internet (WiFi) usage. There is n training r recmmendatin available n security-cnscius behaviur specifically designed fr the participants f educatin institutins (students, teachers, administrative staff, system administratr, principal). Institutins have n capacity t detect and reprt incidents. In the institutins there are n persns in charge r a centrally accessible helpdesk wh/which culd be cntacted and culd prvide assistance in case f an incident, security vilatin r cyberbullying. Nevertheless, there are several gd examples fr security-awareness in the life f schls: many f them have learned t filter ut web cntents that are f value t them and ften hld internal awareness-raising frums n the internet security. These frums, hwever, are mstly based n the daily experience f teachers. There is an increasing number f free scial netwrks and websites that are made available by a civil sciety rganisatin r market ffer where teachers and students can get infrmatin abut the risks and hw t avid them. There is n available assessment r inventry f the data assets f public educatin institutins at lcal r maintainer level. There is n mandatry plicy, decree r ther legislatin t be bserved by the institutins in respect f the assessment and classificatin f their data assets. 148

149 The institutins d nt have an infrmatin security strategy r a plicy related t infrmatin security, whether n an institutinal r maintainer level. The data managed by the institutins have nt been classified by cnfidentiality and criticality and the place and methd f their strage have nt been identified. Mst institutins have n risk assessment practice r an actin plan fr mitigating the identified risks. The physical and lgical prtective measures t be taken depend n the knwledge and diligence f the lcal system administratr. The institutins have nt designated r appinted persns t be in charge f infrmatin security r incident management, and there is n internal resurce fr carrying ut assessments cncerning the data assets. There are n recmmendatins which culd assist and supprt institutins in assessing their data assets r in evaluating and managing risks. N summary r assessment f risks cncerning the data asset is centrally available (at least at the level f the maintainer). The slutins available in natinal legislatin can be basically divided int tw grups: preventive slutins prviding an active safety net and slutins determining and prviding a framewrk fr legal requirements and assisting reparatin (in respnse t and aiming t remedy already ccurred prblems). Active slutins include the accessibility f filtering sftware which internet prviders are required t prvide in rder t prtect minrs, rules cncerning advertisements, cntent classificatin, and the related legal bligatins. These ensure the prtectin f children while using the internet. Reparative slutins include sanctins impsed under the civil r criminal law in cases f infringement. The tls prviding fr the nline prtectin f children frm a cmplex system. This is partly prvided by the legislative requirements set ut within sme areas f law, sme f which are specifically aimed at prtecting children (e.g. media regulatin, advertising rules, E-cmmerce Act), while ther nrms d nt nly serve the prtectin f minrs but are applicable t them (e.g. privacy prtectin under the civil law, criminal law, data prtectin). Other institutins f the gvernment sectr have been set up with the primary (r exclusive) aim f prtecting children, particularly f supprting nline child prtectin. The child prtectin activities f the Internet Rundtable fr Child Prtectin, the Cmmissiner fr Educatinal Rights, and the Cmmissiner fr Fundamental Rights can be mentined in this cntext. The central services prvided t public educatin institutins are perated by the Natinal Infrmatin Infrastructure Develpment Institute (NIIFI) within the framewrk f the Sulinet Prgramme in accrdance with the prvisins f Gvernment Decree N 5/2011 f 3 February 2011 n the peratin f the Natinal Infrmatin Infrastructure Develpment Prgramme. At present, the services are used by sme 1,700 public educatin institutins, which is abut ne third f all 149

150 institutins, which are maintained by the Ministry f Agriculture, KLIK (Klebelsberg Institutin Maintenance Centre), NSZFH (Natinal Institute f Vcatinal and Adult Educatin) and the MNE. The services presented belw prvide an pprtunity fr institutins t achieve a basic level f prtectin relying n a centralised service, fr the maintenance f which they receive state supprt. If the Sulinet services are nt available t an institutin because its central cnnectin is nt pssible due t its gegraphical lcatin r it decides at its wn discretin that it des nt intend t use the services, then it will be cmpelled t prcure and perate the tls required fr safe peratin mstly n its wn. The peratin f such institutins is usually quite extreme: the nes that chse t perate their wn service usually have it perfrmed by a well-prepared system administratr r a team f system administratrs, while mst small institutins that are difficult t cnnect usually remain withut access. It is a similarly frequent situatin that even if an institutin perates the central services, it des nt knw hw t use them, thus practically missing all the available advantages except fr having internet access. Unfrtunately, it is rather rare when an institutin takes further actins besides the central services such as using firewall r prxy slutins, filtering sftware, r perating any ther brder prtectin r anti-virus prgrams and tls. The level f prtectin varies amng the institutins, the slutins used are nt hmgeneus in any gegraphical unit (district, schl district, cunty, etc.) and their levels f peratinal cmpetence are als different. The bvius disadvantage f this is that there are substantial variatins amng institutins cncerning their level f prtectin, and they wrk spradically, which means they have n pssibility fr central reprts, mnitring, r fr practive r reactive prtectin. The surces, infrmatin and cmpetences required fr the rganisatin f prtectin are nt available at the schl district r maintainer level, s the institutin is unable t take actin t increase its prtectin level alne and ften fails t ntice the ccurrence f a security-related incident. The public register f persnal and institutinal data f public educatin institutins is maintained by the Educatinal Authrity. The recrds are kept thrugh the Public Educatin Infrmatin System which has prvided data n all institutins and students in the past decade. In quantitative terms, this means 1.5 billin data recrds, which als cmprises up-t-date infrmatin n 1.7 millin students, sme 210,000 teachers and abut 6,000 public educatin institutins. The reprting f data t the Public Educatin Infrmatin System (KIR) is required under a separate legislatin and is mandatry fr all institutins. Besides keeping persnal and institutinal registers, the Educatinal Authrity perates a number f special educatinal systems designed t prvide fr central statistical data reprting, the implementatin f the tw-tier schl-leaving exams, the natinal cmpetence assessment, the rganisatin f schl cmpetitins, and student ID applicatins, amng ther tasks. The Authrity has cntact with almst all participants f the educatin sectr via an infrmatin system. The clients f the Authrity are the parents, students, maintainers, gvernment agencies, public educatin experts, research institutes, c-authrities and the state secretariats f the Ministry f Human Capacities, which is respnsible fr their supervisin. 150

151 Tasks related t the creatin, peratin and IT develpment f electrnic databases and applicatins serving the necessary registratin purpses as well as data prcessing tasks required fr data management and cmpliance with the act n the right f infrmatinal self-determinatin and freedm f infrmatin are all perfrmed by the Educatinal Authrity. It is the Authrity s bligatin t appint a persn t be in charge f infrmatin security and t perate an infrmatin security framewrk in accrdance with Act L f Pursuant t the Act, the Authrity must have an up-t-date data inventry and a catalgue f applicatins and must appint applicatin hsts and data managers. The IT specialists and infrmatin security experts perating the infrmatin systems are subject t a cmpulsry natinal security check. It is mandatry fr the Authrity t assess the security class f the IT infrmatin systems and cntinuusly upgrade them in accrdance with the actin plan prescribed under the relevant legislatin. Based n a separate gvernment decree, the Authrity s telecmmunicatins prvider (Internet and telephny services) is NIIFI, while the investigatin f reprted security incidents is perfrmed by the Natinal Cybersecurity Institute perating at pan-gvernment level. The central supervisin and crdinatin f public educatin and vcatinal training institutins is perfrmed via the maintainers (Klebelsberg Centre, MNE, MA, NSZFH), the cmmn feature f which is that they all belng t the scpe f Decree N 41/2015 f 15 July 2015 f the Minister f Interir and they manage the huge amunt f persnal data reprted by the institutins, whereas in terms f infrmatin technlgy the NIS (Natinal Infcmmunicatins Services) is respnsible fr their peratin. As regards the prcessed and transmitted data, they must cmply just like the Educatinal Authrity with the prvisins f Act L f 2013 n the electrnic infrmatin security f central and lcal gvernment agencies (hereinafter: Infrmatin Security Act). As a result f the amendment f the Infrmatin Security Act effective as f 16 July 2015, n 1 Octber 2015 the Natinal Cybersecurity Institute was established as a cmmn framewrk cmprising the Gvernment Incident Respnse Centre (GvCERT-Hungary), the Natinal Electrnic Infrmatin Security Authrity, and the E-Security Intelligence Centre (NBF-CDMA). The primary task f the rganisatin is t mnitr and imprve the security level f electrnic state systems, while it has cmpetence and cntrlling authrity cncerning the entire infrmatin security life cycle f already develped and perating electrnic infrmatin systems. Organisatinal units f the Natinal Cybersecurity Institute: Natinal Electrnic Infrmatin Security Authrity, the incident management department f the Gvernment Incident Respnse Centre, and the area f Security Management and Vulnerability Assessment. 151

152 The place and tasks f the Cybersecurity Institute in the natinal security structure are illustrated by the fllwing diagram: Gazdasági társaságk nem krmányzati rendszerek Belügyminisztérium krmányzati és önkrmányzati Létfntsságú rendszerek Működtető szerv speciális rendszerek Business undertakings Nn-gvernmental systems Ministry f Interir Central and lcal gvernments Crucial systems Operating bdy Special systems A number f prfessinal assciatins (civil sciety rganisatins and market participants) cperate with the central gvernmental security agencies at natinal and internatinal levels, and they cntribute a significant knwledge base and staff at industry level t the implementatin f prfessinal training in Hungary. Belw is a nn-exhaustive list f rganisatins which all play a key rle in supprting research and develpment relating t infrmatin security as well as the raising and disseminatin f securityawareness: ISACA Hungary Assciatin; ICT Assciatin f Hungary -Infrmatin Security and Cybersecurity Wrk Team; Inftér Assciatin; Hétpecsét Infrmatin Security Assciatin; Hungarian Academy f Sciences Cmputer and Autmatin Research Institute Jhn vn Neumann Cmputer Sciety, etc Higher educatin As fr the security f data managed in the institutins, ne f the mst imprtant cnclusins is that higher educatin institutins are nt gverned by Act L f 2013 n the electrnic infrmatin security f central and lcal gvernment agencies, nr by Decree N 41/2015 f 15 July 2015 f the Minister f Interir, which means that in the case f higher educatin institutins there is n centrally regulated requirement that wuld prescribe detailed security measures cncerning the data asset and the ICT infrastructure. Therefre, it is the institutin s wn respnsibility t set up a security framewrk, the level and standard f which depend n the management and size f the higher educatin institutin, the selected security standard, and the availability f internal r external human resurces. 152