The Position of STEM Higher Education Courses in the Labor Market

Tamas Laszlo Kersanszki, Laszlo Nadai


Using the Hungarian Higher Education Enrollment and Student Statistics, we address the major higher educational challenges facing STEM education, not only in Hungary but also in the European Union. We include the lack of methodologies for a transition to upper secondary education, the low enrollment rate for STEM programs and the high drop-out rates in these programs for various countries, including the presence of 'fall objects'. Based on enrollment numbers, we capture the characteristics of STEM undergraduate and graduate courses and training institutions, highlighting the regional differences and the resulting individual interventions.
Examining the statistical evidence behind STEM training, we conclude that Hungarian applicants for higher education do not have sufficient information concerning possible STEM career paths. The Labor market needs are not sufficiently reflected in curriculums and the development of basic competencies are not provided. The education is, therefore, typically, far from real-world workplace situations and problem-solving needs.
This study points to a need to reinterpret STEM training, to ensure future supply, through training and career guidance, highlighting a more active involvement of women and disadvantaged groups in STEM courses.


STEM, Higher Education

Full Text:


International Journal of Engineering Pedagogy (iJEP) – eISSN: 2192-4880
Creative Commons License
Scopus logo ESCI logo DBLP logo EBSCO logo DOAJ logo