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Dharma Gate Buddhist College won HUF 59.6 million in support for the implementation of its four-year institutional development project.

Beneficiary Name: Gate of Tan Buddhist College

The title of the project: Institutional developments at the Dharma Gate Buddhist College

The amount of the contracted support: HUF 59.6 million

Amount of support (in %): 100%

Planned completion date of the project: 30.09.2022.
Project ID: EFOP-3.4.3-16-2016-00024

Presentation of the project content:

The general goal of our project is higher education, in order to improve the quality, efficiency and accessibility of Tan Kapuja Buddhist College and to increase participation in education within the framework of our project.

Our sub-goals include:

1. Increasing the proportion of people with higher or equivalent education in society.
2. Making higher education accessible to everyone, divided according to talent.
3. Performance-oriented transformation of education and the creation of the necessary organizational background and institutional structure capable of channeling external expectations
4. Strengthening the harmony between training outputs and economic needs, which can ensure the economy’s adequate labor supply and the appropriate placement of graduates.
5. Improving the conditions for lifelong learning, increasing labor market relevance, creating flexible outcomes, rationalizing the ratio of theoretical-practical training elements.
6. Improving the fit of the curriculum networks and curricula to be developed based on the training and output requirements with the requirements of the learning outcome-based approach.
7. Implementation of educational innovation, which makes the teaching methodology used in higher education practice- and student-oriented.
8. The development of general abilities that contribute to the achievement of the goal of lifelong learning.
9. Development of students’ digital competences and their ability to acquire and manage information.

10. Increasing knowledge bases and improving their access, ensuring broad access to modern, user-oriented, university and college library and other information services.

11. Increasing the territorial coverage of higher education services: Some of the project’s activities are related to the differentiation of public services, in the following area: catch-up and additional training for students from the beneficiary districts to be developed with a complex program, thereby reducing their dropout.
12. Programs supporting staying in, competence development of students
13. Involvement of practicing professionals

14. Expanding the knowledge and positive connection of students and institutional employees regarding sustainable development, and for this purpose, incorporating the Sustainable Development Goals formulated by the UN into the training and operational processes.
15. Strengthening social activity and involvement among students.
16. Related to the above goals, a sub-goal is the rationalization and electronicization of the administration aimed at higher education students.

In order to achieve these goals, we implement the following professional programs within the framework of the project:

  • Catch-up courses for first-time students: we help them integrate into the requirements of higher education, map out hidden sub-skill disorders, create a learning style, an individual learning plan, and develop text comprehension, basic writing and reading skills, with which they can study more effectively.
  • Language training for students with disabilities/disability.
  • Development of a scholarship system for disadvantaged people
  • The development of 2 higher education vocational courses for young people who have dropped out of basic education but are suitable for a master’s degree, based on the practical approach of Buddhism: The “Intermediary between cultures” vocational course prepares them for working with those coming from Asia who intend to settle on our continent, and the “Community Leader” course, supplemented by the Pilgrimage Guide course can satisfy the demand for professionals in tourism.
  • Mentoring program for disadvantaged students/students with disabilities, focusing on acquiring the right life skills.
  • Transformation of the training structure and curriculum network for the centralization of practical and student work in educational methodology, development of educational organization.
  • Training, methodology and content development: development of practical training, adaptation and introduction of new teaching methods (gamification, mirrored classroom).
  • Expansion of learning support services: the inclusion of a learning methodology class in the curriculum, where students can learn modern learning methods and get to know new tools and applications as part of practical training.
  • Creation and development of foreign language content and credits: revision of 6 subjects taught in English with 5 credits (covering a full semester) in order to strengthen Erasmus mobility.
  • Training of instructors in educational methodology (training of trainers): organization of further training in the framework of thematic workshops.
  • Competence and knowledge measure, adaptation of systems for forecasting and feedback of the demand for skills.
  • Based on the new KKK, the transformation and development of training courses at the institutional level, the application and development of quality assurance in the case of training courses, the adaptation of curriculum networks and curricula to the requirements of the learning outcome-based approach. This activity is carried out in preparation for the 2019 professional accreditation, referring to 3 courses. – Transformation and rationalization of the ratio of theoretical / practical training elements and their schedule, revision of curriculum network, model curriculum.
  • Acquiring the necessary competencies for the labor market, e.g. development of appropriate written and oral communication, foundation of presentation skills, strengthening of cooperation skills.
  • In order to transform the higher education training offer, methods and content according to the needs of the economy, the implementation of interventions and developments that encourage transversal skills, including the development of an entrepreneurial approach in the case of students.
  • Support for the development of training content and programs, incorporation of business knowledge into teaching materials, presentation of transversal competencies, and development of practice-oriented training and modules.
  • Competency measurement and test of students.
  • Expansion of learning support services, development of digital competences, in the following areas:Built into the curriculum: problem-oriented, problem-solving thinking and working in teams
  • In connection with interactive, online courses, the experimental installation of tools and applications enabling the monitoring of learning results, and the development of new ones
  • Development of the library’s advisory, helping and training function: student training related to finding and using electronic content, creating new knowledge and effective dissemination within the framework of the Learning Methodology class indicated above, initiatives aimed at student success and reducing dropout.
  • Development of modern, user-oriented, library and other information services, ensuring wide access: turning 50 textbooks into e-books, purchasing e-book readers for students’ (on-site) use.
  • Development promoting the inclusion of practitioners in training: the training of trainers together with the program element.
  • Incorporation of relevant elements of sustainable development: into training content, operational process: this is done in professional cooperation with the Association of Cultural Heritage Managers, in order to adapt the 4th and 16th goals of the UN 17 Sustainable Development.

Maintenance:

We make the training content created within the project continuously available to our students, because that is why we create it. We integrate the content into our training framework, among our existing modules, and make it part of our educational offer. This means that the new contents become part of our normal higher education operation, they are maintained with the help of our teaching and administrative staff, using our infrastructure.

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