09 SES 07 B, Investigating Carrier Pathways and Dropout
To have reliable and valid information about the graduates can be the most valuable information for the educational policy and the higher education institutions to make strategic decisions. The graduate tracking is the most important activity in order to get reliable and valid information about the graduates’ labour market positions, salaries, labour-market activity and, so these are valuable aspects of the output and quality of higher education institutions. These information are valuble not only for educational policy makers, and higher educations institutions, but they are meaning important input for economic planning, especially in some specific professional areas, e.g. missing professionals, emerging or changing economical areas.
In course of Hungarian Graduate Tracking systems, operated by the Educational Authority lot of data are collected and integrated about the graduated students 1 and 3 years after graduation. From this data integration and analysis the educational policy get a comprehensive picture about output the Hungarian higher education system and higher education institutions (matches of professional knowledge to job, usability of learned knowledge). This is the output measurement of higher education system, which provides valuable and useful information for the educational policy-makers and decisions-makers and also the higher education institutions as well. This Hungarian good-practice can be a good basis for EU-level data-integration on graduate tracking, or examination between education and labour market.
Next to the survey method, an anonym data integration method is applied for tracking the graduates. During this data integration anonymised personal-level data is matched in order to ensure personal level analysis and follow-up. In this activity the Higher Education Information System (FIR) is used for basis, and several other data is being matched for this basic database: personal level data from National Tax and Customs Office, National Health Insurance Fund, National Pension Insurance etc. The anonymised personal identity data is elaborated by the National Infocommunication Service, this organisation has legal authority to manage personal level data from different authorities and actors. The Educational Authority get these anonymised data and join these data by the anonym ID. This data integration activity is under renewal, and revision: variable level review of data categories (both professional and technical level), revision of data process flow and the data storage solutions.
The Graduate Tracking data integration has more expected output: quick report, infographics which can be supportive information for the students whore are before career choice. The most important output is under development now, this is public available interactive self-service business intelligence system with more analytical and data visualisation possibilities. This online tool is could be used by policy-makers, researchers, and other experts. From this data-integration the international aspects of Hungarian higher education can be catched e.g: the graduated from abroad can be followed (they are working in Hungary or not, or where they are working). This is an European level added value of this activity. The transparency on the data, data collection and data analysis is an important aspect especially such a sensitive data, so we would like to ensure the transparency also with this online public tool. The interactive system will be publicly available, so it may be used by the policy, students and higher education institutions.
Czajka, J. L. (2013): Can Administrative Records Be Used to Reduce Nonresponse Bias? The ANNALS of the American Academy of Political and Social Science, Vol. 645, Issue 1, 171–184. Kreuter, F. – Müller, G. – Trappmann, M. (2010): Nonresponse and measurement error in employment research. Making use of adminsitrative data. Public Opinion Quarterly, Vol. 74, Issue 5, 880–906
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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