"Kecskemét" model and experience of dual education

1. "Kecskemét" model and experience of dual education Dr. Piroska Ailer 12. Mai 2015

2. "Kecskemét" model of dual education - Definition. 1 The dual higher education is practice-oriented education based on the cooperation of university institutes and related industrial enterprises in which in addition to the quality- / theoretical knowledge the transfer of praxisorientierten experiences is also very important. The university institutes and companies share both the educational areas and the period of education between each other: the university institutes are focusing primarily (but not exclusively) on the theoretical, the companies on the practical education; The participating students of the dual education spend half their time in the college, half their time in the company.

3. Dual education - distribution of tasks Expertise College: theoretical knowledge Company: practical knowledge Professional Education Social Skills College: presentation techniquesCompany: negotiation methods Knowledge of Methodology College: research, computationCompany: project work

4. Dual education - schedule

5. In addition to the rules and procedures of the higher education admission system, students to participate in dual education are selected (after a preliminary application) by the companies’ own procedures developed (tests, interviews, group exercises, assessment of language skills, etc.). For the period of education (7 semesters for B.Sc. course of studies) a student employment contract concluded between the company and the student, based on which the student agrees with the progress on the model curriculum and the company pays cash benefits to the student. The contract contains no obligation for either party after completion of the education period. "Kecskemét" model of dual education - Definition. 2

6. Dual education – roles and responsibilities Student: • the student has a career opportunity and life path in view by the company of his choice; • monthly regular income; • increased workloads (48 weeks a year) Motivation • Company: • Active participation in the education of the students selected by itself; • transferring of knowledge / information, which itself is missing; • incurring the costs; • long-term investment. • College: • motivated students: • active corporate collaborations (education and R & D & I); • social awareness and recognition; • increased interest.

7. Dual Education at the Kecskemét College – the Beginnings Two corporate partners: Preparing for deployment in Hungary: Cooperation between college and companies contract between student and company temporal structure of education Marketing and communication strategy towards the society, schools, parents and prospective students Method of selection of students by the company(!) development of corporate training programs with the support and approval of the College . legal action

8. First dual class The dual education was launched as part of the vehicle engineering B.Sc. education in september 2012. The number of dual education candidates in 2012 > 300 Available number of dual education 25

9. Dual education programs and partners Starting with the 2013/14 academic year in addition to automotive engineer other courses also started the dual education: Technical Manager (specialized for logistics) Mechanical Engineer (more specialisation) Currently study in three courses together 125 students in the form of dual education. Other companies have also joined in the dual education, in the 2014/15 academic year we have with 25 companies and institutions a dual partnership. In academic year 2015/16, according to the documentation submitted to the Dual Education Council: all diploma courses (technical and IT educational areas) of Faculty GAMF and the diploma course horticulturist of the Faculty of Agronomy are as dual education available; a total of 40 companies and institutions, and expected to be approximately 200 students; different ownership relations, size and structure of the companies; geographically larger distances (Pécsvárad, Tatabánya, Budapest, Vác, Debrecen, Orosháza, Mosonszolnok)

10. Corporate solutions Greater distance between the education institution - and the company: recruiting secondary-school students from the company environment (!) logistical issues. Involvement of SME’s (small and medium-sized enterprises) in the dual education: alone (based on the german experience the size limit is 50 people); in relation to each other; sharing tasks and training time with large corporate customer (supplier development); with large corporate customer (german example); combined with networking, "education clusters", with a higher education institution in the center point.

11. First Results - students’ opinions Short-term goals of the students in the dual education Number of people Working for preferred company Financial support from the company Team membership Participation in education based on new methodology Meeting the challenge of the education Completing education on time Acquisition of company practice Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

12. First Results - students’ opinions Long term objectives of students in dual education Number of people getting employed at the training company selecting between employees joining a good team working at professional company after graduation finding a well-paying job obtaining professional knowledge Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

13. First Results - students’ opinions Students’ ideas and expectations on the education at the time of application to dual education Number of people I can lead a more independent life company professionals/ engineers... it’s going to be high quality I can make the schedule of my time No need to study hard My secondary education is a good base teachers are easy to understand and they teach well I can learn easily what is required I did not have any particular expectation I’ll learn up to date knowledge Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

14. First Results - students’ opinions Students’ ideas and expectations on the practical experience at the time of application to dual education Number of people I can work as a member of a team I can get acquainted with various fields at the company My work will be needed I can participate in solving concrete problems I would gain lots of professional experience I can learn the most modern technology I did not have any particular expectation Time passes quickly in the company There is no need to be there a lot My work will be paid Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

15. First Results - students’ studies Average of the students’ credits Academic year 2012/2013, spring semester Automotive engineer Mercedes Average of the students’ credits Automotive engineer Knorr Automotive engineer summarised Technical educational field Average number of earned credits Accumulated credits Average number of applied credits Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

16. First Results - students’ grades Average of the students’ grades in both semesters 2012/2013 Average of the students’ grades Techn. Educ. Field, 2. sem. Automotive engineer Mercedes, 1. sem. Automotive engineer Mercedes, 2. sem. Automotive engineer conventional, 1. sem. Automotive engineer dual, 2. sem. Automotive engineer dual, 1. sem. Automotive engineer Knorr, 2. sem. Techn. Educ. Field, 1. sem. Automotive engineer conventional, 2. sem. Automotive engineer Knorr, 1. sem. Erika Török, Róbert Pap-Szigeti, Piroska Ailer “Monitoring analysis of dual education of Kecskemét College based on the students feedback”

17. First results – summary Students’ motivation • Short term: Acquisition industrial / professional experience, faster starting to work due to the shorter, but rather intensive education, getting familiar with new technologies. • Long term: Better job opportunities in the labor market. Student’s accomplishment • At both companies the students participated in dual education had more credit applied and succesfully earned than those students participating in the traditional program, as a result their accumulated credit is also higher. • Comparing the weighted average of the first two semesters the results shows that the average result of students participating in the dual education was better by 0,4 for first the semester and better by nearly 0,7 for the second semester than the students participating in the traditional automotive engineer education program. • There is virtually no drop-outs (one student because of studying in abroad) • The students following the proposed course program, the BSc. program is accomplished in 7 semesters.

18. Thank you for your attention!