Abstract:

Recent transformations in Hungary, including e.g. our EU accession, reforms in higher education have presented new challenges in several aspects. Strategic ideas (development conceptions, operative programs etc.) have been mapped out and accepted which are the primary drivers of the country’s development and the adjustment of certain regions. The focal point in the implementation of these objectives is to provide human resources capable of fulfilling labour market demands and to modernize the training system. The development and introduction of the two-cycle training system in Hungary have been designed to benefit the strategic restructuring of our training system, in the framework of the Bologna process. As a result of this two-cycle training system, on the grounds of the current situation, regardless of diploma courses in religious studies approximately 133 BSc courses and 255 MSc courses have been established. The joint feature of accredited training programmes is that training knowledge has become atomized, the structure of curriculum is not arranged in a module system and it has turned extraordinarily rigid. Forms of knowledge assessment are very often not in line with requirements laid down in KKK (Requirements of Training and Graduation) their roles are underestimated and are not weighed appropriately. Irrespectively of its function, credit calculation has become mechanic in curricula and the system of requirements for certain subjects is very often in conflict with the weight and credit value of subjects in the respective training program and the list is left incomplete.
It leads to conclude that the development of expected competencies by the current training programs and applied education methods, regarding the certain levels of training, are excessive or impracticable in some cases.
It is intended that this study will present the most significant contradictions and their potential solutions through the example of touristic expert training.

Keywords:

training, touristic expert, education.