In Slovakia, we have a problem with the drain of the brightest young people to foreign universities. If we want to solve this problem, we need to know the causes. And we can only know these if we understand how higher education works and what its real added value is.
In Slovakia, we have a long-term problem with adult education. On average, only 4.5% of adults are involved in the lifelong learning process, while the OECD average is around 11%. How to solve this problem?
After having spent more than two hundred pages on Kantian philosophy, Goethe’s Wilhelm Meister, and a number of obscure German Pietists, Jennifer A. Herdt hurls the reader of her newest book back into a seemingly very different present.
Recent evaluation by Slovak security apparatus pointed at the risk posed by Chinese entities trying to gain access to certain crucial sectors in Slovakia. When looking at countries such as Czechia, the UK, or Australia, it is clearly visible that universities are a point of interest for Chinese entities.
The necessity of a reformed Hungarian higher education system became clear in the 2000s: after the regime change in 1990, the number of higher education students was increasing heavily, which decreased the quality of higher education and the value of university diplomas.
In the last few months, life at the universities has changed dramatically and involuntarily. Lectures and tutorials have shifted online, Zoom became the new lecture hall and seminar room, and students had a taste of what it is like to have their exams or finals take place online.
On November 18 in Budapest, the Free Market Foundation together with the Uninvited Network and the Civic Platform organized a conference on education. Teachers, students, parents, recruiters and education policy experts worked together during the event to identify the issues of the education system and to formulate responses and solutions.
