VET School or Learning Centre? The fight for revitalizing a depressed area in Hungary

Author(s):

Tamas Kozma(presenting / submitting)Katalin Forray

Conference:

ECER 2013

Network:

15. Research Partnerships in Education

Format:

Paper

Session Information

15 SES 04, Different Case Study (part 1)

Paper Session

Time:

2013-09-11

09:00-10:30

Room:

D-314

Chair:

Elaine Hall

Contribution

According to prior research (Abicht 1994, Boekema et al 2000, Erdei et al 2012 etc.), education may have a key role in the revitalzation of depressed geographical areas. The traditional view stresses the key importance of economic investments. Case studies of depressed areas in Hungary and the neighbouring countries show different pictures (Benke 2005, Iacubota, Baciu 2009). Analysing the possible actors of the revitalization process, the key role of education (formal, non-formal and informal) would also come out. The type of education to fulfil this key role, however, may vary (Hudson 1999, Lukesch, Payer 2009, Kozma 2011). Economists used to stress the importance of VET and call for less general and more practicat educations. LLL activists, on the other hand urge for basic education which would prepare the local societies and their members for further education and training (Kozma 2010). Educational institutions (schools, colleges and training institutions) themselves are important in the revitalization; since they may serve as fora ('arenas') for the local political political processes (Forray, Kozma 1986, Florida 1995, Kozma et al 2000).

Our case study focused on a higher educational institution (agricultural college) that have been merged into the leading college of the county centre. The area that lossed its traditional college turned into stagnation. The local political forces started to debate on the possibilities of revitalisation by the reestablishment of the college. The initial idea was to restart the traditional agricultural college. Outside forces, including the Ministry of Agriculture would also support this alternative. However, a new, innovative idea popped up during the debate. A local 'learning centre' (comprhenesive school and higher education) would serve the local needs and the regional necessities. The 'learning centre' would offer not only formal education and training, but would also serve as the organiser of the non-formal (and informal) education which is going on in the local community and its vicinity.

Three research questions arose: a) Is a 'learning centre' a realistic alternative? Hiw could it be created on the basis of a VET school? b) What type of actors are fighting for what? How is the local (and regional) community involved in the decision-making process? c) How could a 'learning centre' (rather than a VET school) contribute to the revitalisation of the stagnating region? Could it be made a 'learning region'?

Method

Structured interviews have been conductedwhich covered the following topics: a) the needs of the community (according to the interviewee), b) the role of education (formal and non-formal) in fulfilling the needs mentioned; c) the college in the networks of institutions (history, future, possible alternatives); d) interest groups, rivalries and colaitions among them. 24 inteviews have been conducted with local government members, including two majors (4 interviews), leaders of civic associations (5 interviews), school and higher education teachers (8 interviews), leaders of local and regional higher education institutions 3 interviews), church members (2)as well as community activists (2). Besides, the relevant documents have also been analysed, such as: documentations at the mayors' offices (about the merge of the local college), documentations at the church offices (memos of meetings and official negotiations about the possible re-vitalization of the college); blueprints of alternative educational institutions, including the development of learning centres in the region and in the town(s). Data from the interviews as well as from the documentations have been gathered and analysed both by quantitative and qualitative methods. However, we mostly left formalized procedures in order to concentrate on the narratives of the actors by which they reconstructed the political process.

Expected Outcomes

As a result, three actors were identified: the alumni of the local agricultural college (Actor A), the Roman Catholic Church (Actor B) and the local government (Actor C). The objective of the campaign was the reestablishment of a local college as a means in revitalizing the community and its catchment area. Actor A supported the reestablishment in its traditional form (agricultural VET), while Actor B suggested the new concept of a ‘learning centre’. A coalition between Actors A and C could might have been expected. Yet, Actor C voted for the new concept. While shorter term economic considerations would have suggested the restart of the VET school, the ‘learning centre’ idea proved to be more promising in the long run. It referred to the tradition of the area as a learning community and was, therefore, supported also by the activists of the catchment area and the citizens of the community. The results of this case may contribute to thge debate on the alternative development of depressed areas. Formal and non-formal education organized in a new, innovative way (learning centres) may be a realistic developmental alternative or may accomplish economic means for regional development in Hungary and Central Europe.

References

Abicht, L (1994): Considerations Concerning the Developement of a Learning Region. Sachsen Anhalt, Institut für Strukturpolitik und Wirtschaftsteuerung. Boekema, F – Morgan, K. – Bakkers, S. – Rutten, R. (2000, eds): Knowledge, Innovation and Economic Growth: The Theory and Practice of Learning Regions. Northampton: Cheltenham. Erdei, G et al 2012 “Lifelong learning in a cross-border setting.” In: Pusztai G, Hatos A eds 2012 Higher Education for Regional Social Cohesion. Hungarian Educational Research Journal Special Issue, pp. 163-80. ISSN 2062-9605 http://herj.hu Hudson, R (1999): "The learning economy, the learning firm and the learning region". In: European Urban and Regional Studies 6, 1: 60-72 Kozma T. (2011): Learning regions: The Challange of Globalisation in Higher Education. In Ahola, S., Kaipainen, P., Koistinen, O., & Nyyssölä, K. (Eds.), Tiedosta toimintaan: Kirjoituksia korkeakoulutuksesta, filosofiasta ja yhteiskunnasta. Osmo Kivisen juhlakirja. Turku: RUSE University of Turku. Also available: http://dragon.unideb.hu/~nevtud/Oktdolg/Kozma_Tamas/doc/learningreg.pdf Lukesch R, Payer, H (2009): Learning Regions, Evolving Governance. http://www.regionenaktiv.de/bilder/paper_lukesch_payer_hagen.pdf (Accessed: 26.03.2010) Benke M. (2005) A regionális és az ágazati tervezés kapcsolata a hátrányos helyzetû térségekben. (The Relatonship of Regional and Sectorial Planning in Underdeveloped Regions) (Felnõttképzési Kutatási Füzetek 2005/4). Budapest: Nemzeti Felnõttképzési Intézet Florida, R (1995) "Toward the learning region." Futures 27. 5: 527-36. Forray R. K., Kozma T. (1986) "Területi kutatások az oktatásügyben." (Areal studies on education) In Forray R. K, Kozma T (eds 1986): Oktatásökológia. (The Ecology of Education) Budapest, Oktatáskutató Intézet, 11-58. Iacobuta, A. O, Baciu L L (2009): An analysis of the Romanian Learning Regions. http://ssm.com/abstract=1393633. (Accessed: 18.04.2010) Kozma T, Híves T., Radácsi I. eds (2000): Regionális együttmûködések a harmadfokú képzésben.(Regional cooperation in tertiary education) Educatio Füzetek 227. Budapest, Oktatáskutató Intézet. Kozma T. (2010) Learning Regions in Hungary: The LeaRn Project. http://sites.google.com/site/partiumotka/palyazat (Accessed: 19.04.2010)

Author Information

Tamas Kozma (presenting / submitting)

University of Debrecen

CHERD Ctr for Higher Education R&D

Debrecen

Katalin Forray

University Pécs

Dept. of Romology

Pécs

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