Session Information
02 SES 03 C, VET at the Local Level: Regions - Influences and Impacts
Paper Session
Contribution
As part of my PhD dissertation in preparation I have started to study a special group of cities in Hungary, 3 of the so-called 6 pole-centres. The pole-centres have leading role in the regional development process of the country, including the development of the regional dimension of education as well, according to the actual regional development policy of Hungary. Highly appreciating the role of cities in development of educational reforms, recognized their leading role in modernization process of society and civic life, in this paper I focus on the contrast between the cities and their periphery, regarding 3 pole-centres in my country.
The National Spatial Development Concept of the country isaiming to promote territorially more balanced, polycentric development and assigned six development poles. The strengthening of their roles as regional centres was classified as a development priority of outstanding importance The reinforcement of development poles seems to have double objective. On the one hand, this means the strengthening of the regional (innovation, economic, educational, cultural, governing and commercial) functions of the poles, while on the other hand, the aim is also to create the necessary preconditions for spill-over effects: good accessibility, cooperation links, and the existence sub-centres.
My main research questions are related to the implementation of the above concept and aiming to find out to what extent the plans are under realization.
I am planning to answer the following questions:
- How to employ spatial thinking (thinking in the framework of city-regions or catchment areas of the labour market) in planning investments in education and training?
- How is happening the consideration of local choices and the harmonisation of subsidies?
- How effective is the participation of and the negotiation between all stakeholders, the involvement of the entrepreneurs, the employment centres, the chambers and other decision-makers, as well as inhabitants and NGOs are necessary?
– How can the development of the pole-centres give preference to socio-economically disadvantaged and underdeveloped regions, regarding education and training?
- How can the development of education in the poles, as innovation centres, strengthen their coordinating roles within the territorial structure of the economy, and in order to enhance the population retaining potentials of rural areas?
– How succesful is the involvement of the local characteristics with the involvement of local actors?
- Can be considered a new form of ’urbanization’ related to education and training in the pole-centres?
- How succesful is the cooperation of the public and private sectors in urban education?
- What is the role of the development of VET in the pole-centres?
- How can pole-centres support continuing education and training in their region?
- What kind of differences can be considered in the poles comparing pole-centres in the rich and poor regions of the country?
My hipothesis is that there was a lack in preparation for this new role and pole-centers attain the neccessary knowledge 'learning by doing'.
Method
Expected Outcomes
References
Benke, M. 2002, “A képzés helye és szerepe a régiók fejlesztési terveiben. A kutatás legfontosabb eredményei” (The role of education and training within the regional development plans of Hungary. Summary of the research) in: Benke, M. (ed.) The role of education and training within the regional development plans of Hungary, NIVE, Budapest, pp. 240-261 Benke, M. 2005, A regionális és az ágazati tervezés kapcsolata a hátrányos helyzetű térségekben, Felnőttképzési Kutatási Füzetek, 4; 120 oldal (Connection between regional and sector planning in the disadvantaged regions of Hungary, 'Adult Education Booklets’ Vol. 2005. No.4. (120 p.) Budapest Benke, M. 2007 (1) The evaluation of the development of integrated regional VET centres in Hungary; Symposium on ‘Improving the Knowledge Base through work and learning partnerships between research & development, professional education and industrial business’; ECER conference, Ghent, 2007 Benke, M. 2008, Towards Innovative Apprenticeship, The Evaluation of the Development of Integrated Regional VET Centres in Hungary, paper, INAP conference, Vienna Gustavsen, B.; Ennals, R.; Nyhan, B. (eds), 2007, ‘Learning together for local innovation: promoting learning regions’, Luxembourg: EUR-OP A TISZK-ek munkájának értékelése, OMAI, Budapest, 2007 február (The evaluation of the activity of RIVTCs, OMAI, Bp, February 2007) Szabó, K. 1999, The Global Market of Knowledge and Local Learning (Knowledge Transfer in the Information Age, Budapest Autumn Workshop, 20 November, 1998) Economical Review, 1999 March, 278-294 p. Report of the Ministry of Education of the Republic of Hungary to the 2006 Joint Interim Report of the Council and the Commission on the implementation of the EU Work Programme on Education and Training, May 2005 The New Hungary Development Plan; National Strategic Reference Framework of Hungary 2007–2013, 7 May 2007 Refernet Hungary Country Report on VET, 2009 National Spatial Development Concept, Hungary, 2009 R3L+ Quality Framework For Learning Regions, Bacground Report, Hungary, 2009
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