regional dimension within education, lifelong learning and continuing professional
Benke, National Institute for Adult Education, Hungary
abstract is based on two research projects. Within the scope of a research
project carried out by the National Institute of Vocational Education in
2002, I led a research group examining the role and importance of education,
training and lifelong learning (LLL) within the development plans of the
seven economic-administrative regions of Hungary. Research itself was undertaken
in the course of the preparatory phase of Hungary’s first National Development
Plan. Since October 2004 I lead a research group in the National Institute
for Adult Education to search the connection between human resource development
and regional development planning process in the country.
A clear and objective picture of the country’s human resource conditions
is, of course, essential. It is also important to consider a regional dimension
to the subject at the time of European Union accession. In accordance with
the main aim of the research projects, special attention was directed towards
education, training, LLL and CPD, as elements of human resource development
within the regions. Both research topics are of special relevance, since
the regions in question will be beneficiaries of support from the EU funds.
Both research projects were based on seven regional case studies. To ensure
comparative analysis of the main features of the regional structures, certain
criteria were taken as guidelines to assist in the preparation of the regional
studies. The regional studies were based on the analysis of regional documents,
interviews with key players within the regions and other relevant research
papers. Both research topics themselves do constitute a new and unprecedented
departure within the country as a whole.
The following outline presents some of the main lessons derived from our
of serious differences exist among the regions regarding how they are able
to harmonise human resource sector specific, ie. educational, and regional
aspects within their planning and development processes.
dimension of “regionalism” in relation to education, LLL and CPD poses
a real challenge for society as a whole; the socialisation process, social
debates, social partnership may increase the effectiveness of this learning
to our research findings, a much greater emphasis is placed on school-based
education within the regional development plans than on LLL and CPD.
is an urgent need for reorganising the regional system of vocational education
and training institutions to ensure a more efficient level of education
and training, which, given the structure of the financial system, may only
be resolved with governmental involvement.
research may provide answers to questions concerning how to direct individual
region’s attention towards the importance of adult education, lifelong
learning and company-based training in their future development plans
Regional Development should join forces to be able to combat serious social
inequalities in underdeveloped sub-regions of the country.
presented at the 6th international conference on HRD research and practice
across Europe: Human resource development - addressing the value. Leeds
25-27 May 2005. (Abstract; full paper incl. in CD-ROM).