A gazdasági tudnivalók oktatása Magyarországon

A korszerű gazdasagokban a tudas, pontosabban annak alkalmazasa (az un. innovacio) a dinamikus fejlődes fő motorja. Ezert sulyos problemak forrasa, ha az oktatasi rendszer nagy aranyban bocsajtja ki a tudasigenyes munkara felkeszuletlen vegzetteket. Cikkunkben tehat – 2016-17 teli gazdasagpolitikai vizsgajuk tapasztalatait attekintve – 60 magyar egyetemi hallgato kozgazdasagi tudasat ertekeljuk. Megallapitjak, hogy nehanyan igen tehetsegesek es torekedtek is elsajatitani e targy fontosabb ismereteit, igy jo eredmenyeket ertek el a kollokviumon. Sokuk gazdasagi tudasa (zarthelyi eredmenye) azonban lenyegesen gyengebb lett a kivanatosnal, a tobbseg pedig megbukott, mert sok eves tanulmanyai ellenere meg a kozgazdasagtan alapjairol sem tud semmi igazan lenyegeset. A tovabbiakban a jelzett gond okait kerestuk. Ugy talaltuk, hogy a felev elejen a tantargyat valaszto hallgatok kozul 24, a jelentkezettek 40%-a (!) egyetlen oran se jelent meg, majd 21 fő, az induloletszam egyharmada a kollokvium letetelet se kiserelte meg. Joggal feltetelezhető tehat, hogy nem is probalkoztak a targy tudnivaloinak a megtanulasaval. Sokaknak volt tovabba sulyos tudashianya az alapvető piacgazdasagi ismeretek koreben, a gazdasagi „altalanos műveltseg” ezen, az 1990-es rendszervaltas ota a kozoktatas fontos temajanak tartott temaban is. Masok a magyar gazdasag jellemzőiről, helyzeteről, perspektivairol bizonyultak teljesen tajekozatlanoknak. Ez utobbi gondok oka reszben az e temak tanitasat kerulő oktatas, ennel is inkabb azonban a hazai tarsadalomnak a tudast lebecsulő felfogasmodja (az un. ertekvalsag). A vazoltak nyoman a szerzők azt valoszinűsitettek, hogy a magyar a tarsadalom kozgazdasagi ismereteinek a gazdagitasa jelentősen segitene a gazdasagi fejlődes gyorsitasat. Az előrehaladas erdekeben kivanatos lenne tehat a kozoktatas hatekonysaganak emelese, az iskolak gyermekbaratta alakitasa is. A felsőoktatasban pedig az egyetemi szabadsag pontos tartalmat is at kellene gondolnunk. = In the modern economies knowledge, more exactly its application (the so-called innovation) is the main engine of the dynamic development. Thus, it leads to serious problems, if the education system produces to a great extent graduates unprepared for knowledge-intensive work. That is why in this paper the authors evaluated the economic knowledge of 60 Hungarian university students in the base of some experiences coming from their written economic policy exams in winter of 2016-17. In the article the authors stated that some students were very talented and they had made efforts to acquire the subject’s more important scope of knowledge, thus they obtained good grades in the examinations as well. The economic knowledge (exam results) of many others however were weaker than the desirable range, and their clear majority even failed the exam, because, in spite of many years of studying they do not even know the basic fundamentals of economics. In the following the authors of the article were looking for the possible causes of the mentioned problem. They found that out of the students who had chosen this subject at the beginning of the semester 24 (40% of them) never showed up at the course; 21 people, one third of those enrolled did not try to pass the exam. Therefore we can suppose rightly, that they haven’t even tried to learn the subject. Many others had great knowledge deficit related to the market economy, a subject which is considered to be very important since 1990, the change of the Hungarian political system and which is part of the economic „general literacy”. Other students proved to be ignorant on the characteristics, situation and perspectives of the Hungarian economy. The reason of these problems could be partly the education, which shirks the teaching of these topics, but the other, more significant part can be the knowledge depreciating views of the Hungarian society (the so-called value crisis). On the base of the above the authors suggest that the improvement of the Hungarian society’s economic knowledge could present a valuable contribution to the speeding up of the economic development. Therefore, in order to reach a progress, enhancing the public education’s effectiveness, as well as transforming the schools into child-friendly institutions would be advisable. And in case of the higher education the accurate content of the academic freedom should also be reconsidered.