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TÁRKI projects categorised by research area

Education, life-long learning


EAL-NET (EuroAlmaLaurea Network, 2005-2007)
Our institute is the Hungarian partner in the EAL-NET (EuroAlmaLaurea) project. Its goal is to demonstrate the economic sustainability and the viability of a new transnational eRecruitment service aimed at university graduates and businesses. The EAL system is based on a 'graduate record', which every university already possesses for its own management and administrative purposes (personal data, student career, degree, other specialisations, etc.). This record can be enriched with additional data and information provided directly by the student just before graduation. In Hungary the graduate CVs are provided by ELTE University. EAL-NET is Trans-European in scope: it aims to extend the Italian initiative to six countries, including Hungary and Poland, and links together the most relevant stakeholders involved in eRecruitment (universities and employment agencies). The project originated from a preliminary feasibility study, which was financed by the European Union under the Leonardo da Vinci programme.
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Towards a Lifelong Learning Society in Europe - LLL 2010
TÁRKI is participating in a project entitled Towards a Lifelong Learning Society in Europe: The Contribution of the Education System (LLL 2010). This project is being undertaken to identify the role of education systems in European countries in the implementation of the Lisbon strategy. The project focuses on the part the education system plays in making lifelong learning a reality, and on its role as a potential agency of social integration. The project aims to study the effect of relevant country-specific institutions and educational policies on the participation of adults in, and their access to, lifelong learning. This is the approach that is being taken because the educational system is viewed as being subject to multiple and multilevel influences, and as being part of a country-specific institutional package. Hungarian contact: Péter Róbert
Programme priorities:
  • PRIORITY 7 – Citizens and Governance in a Knowledge-based Society
  • PRIORITY 8 – Scientific Support to Policies
Objectives of the project
  • to develop and carry out a joint research agenda for a better understanding of the tensions between the knowledge-based society, lifelong learning and social inclusion in the context of enlargement of the EU and globalisation;
  • to provide an analysis of the role played by the education system in the enhancing of lifelong learning and dependency of this role on relevant institutions at micro, meso and macro levels;
  • to provide an empirically based analysis of the adequacy of lifelong learning policies in Europe and their implications for different social groups, especially for socially excluded groups;
  • to develop relevant policy proposals for lifelong learning strategies to decrease social exclusion on the European and national level and to identify their implications for relevant areas of social and economic policies;
  • to strengthen cooperation and infrastructure for international and multidisciplinary comparative research
  • in the area of lifelong learning; to develop transnational data sources, i.e. survey of adult learners in schools and universities, in-depth interviews with schools management, employers, analysis of policy documents.
Brief description of the project
Within the project empirical studies will be carried out with regard to macro, meso and micro levels in order to take into account macro-structural factors and national policies, as well as institutional factors and actors’ motivation and actions, which are all considered to influence the role of educational systems in promoting lifelong learning. Analyses will be based on the data on:
(a) individual learners (a survey of adult learners in schools and universities and data from Eurostat driven Adult Education Survey);
(b) educational institutions (interviews with schools' management and officials from education ministries);
(c) enterprises (interviews with SME management). The project is designed in a way to integrate into a coherent picture the different aspects historical, political, institutional, economic, individual and methodological – related to participation in and access to lifelong learning.
Expected results (expected scientific and policy outcomes)
The project aims
(a) to extend the present knowledge of the relation between lifelong learning, education system, social inclusion and the knowledge-based society by the multidisciplinary development of the conceptual framework; by the development of methodology of comparative research; by the development of a common strategy for analyses of standardized data of the Adult Education Survey: European typology of basic patterns of participation in lifelong learning will be developed and causal factors of cross-country differences will be revealed;
- differences between European countries in the expectations and attitudes towards LLL, obstacles to access and support received will be outlined.
(b) to contribute to social innovation in terms of context-sensitive usage of the best inclusive practices on lifelong learning:
- in all the countries the best practices of educational system’s contributions to promoting lifelong learning will be identified, with special attention for the participation in lifelong learning for groups at risk of being socially and economically excluded;
- the links between these practices and their institutional context will be revealed and preconditions for implementation of best practices in different institutional and political contexts will be explored; context-sensitive European models of best practices in lifelong learning will be offered.

Researchers: Péter Róbert and Matild Sági
The Higher Education as a Generator of Strategic Competences (HEGESCO) project addresses two broad questions: (a) which competences do higher education graduates require in order to be better equipped for labour demand and active citizenship? and (b) how should higher education institutions develop these competences? HEGESCO consists of the following work packages and tasks, which have been designed to provide answers to the above two questions:

  1. Implementation of a quantitative survey among graduates in the participating countries (Slovenia, Lithuania, Hungary, Poland and Turkey) following the REFLEX recommendation: the target population consists of graduates of ISCED 5A to be approached some 5 years after graduation (sample = 2000 per country). This large scale survey is based on the questionnaire of the REFLEX network, an earlier FP6 project involving research on similar topics, and is designed to ensure comparability with the previous results of REFLEX.
  2. In addition to the survey among graduates, another complementary survey will be carried out targeting the management of the higher education institutions these graduates have attended, with the emphasis on their existing curricula development strategies and organisation of teaching practices.
  3. A secondary analysis of European, national and (selected) universities' strategies will be carried out with a focus on competences development. Recommendations will be prepared for instruments and strategies needed for modernising and organising curricula with a focus on effective learning methods.
  4. Procedures will be developed for continuous monitoring of the quality of higher education from the perspective of work environment and the higher education institutions for curricula upgrading.
  5. In every participating country there will be at least one presentation of the research findings for national policy makers and other stakeholders. In addition, there will be international presentations for the relevant organisations such as OECD, European Universities Association and European Commission.
  6. A web page will be established in order to facilitate the wider distribution of the results to the rectors of the larger universities in the participating countries and to the EU. Additional electronic dissemination of the results is also planned to large employers in each participating country.
Funded by: EAC-ERASMUS
Duration: 2007-2008
Project homepage: