Just like in real university, the front row is completely empty, the temperature in the room is a little bit too high, and sometimes you catch yourself dozing of into the far distance while looking out of the window. However, unlike real university, at the YVote held in Budapest the students did not come just to listen to professors who have for long forgotten what it is like to be a student; at YVote on Education students from all over Europe have come to share ideas with eachother, listen to different studying experiences and hopefully come up with a number of recommendations for the actual politicians to work with. A large number of MEPs have declared to endorse the initiative, and some of them will drop by during one of the panel discussions that will be held during the week. However, as AEGEE president and one of the initiators of the project, Dragan Stojanovski said “We do not bring the MEPs here so you can only listen to them, but also so they can listen to you”.
The first day was mainly used to get familiar with the topic and identify the problems. After a word of welcome by the hosts form the Central European University, the group was split up in several smaller working groups. Instead of wandering through a sunny Budapest, the participants disappeard in one of the study rooms to tackle the issues at hand under the guidance of a knowledgeable facilitator and with the blessings of University-founder George Soros. During a panel debate later on the day Prof. Ildikó Hrubos would confirm the necessity of the re-thinking of educational policy in Europe; based on a Unesco report it was safe to say that “Higher education is in crisis. There are more students coming every year, and there is less money.” Although the atmosphere of educational crisis does not seem to have hit the participants, students are critical consumers. And rightfully so.

Dragan Stojanovski & Prof. Ildikó Hrubos

During the working groups, the facilitators had tried to get the participants to start thinking about the bottlenecks of the European education policy and the Bologna Process. Although in an environment as international as this one it is hard to imagine, the issue was frequently raised that people did not want to leave their country to study in another one, the so-called Erasmus period: staying at home would save them money, paperwork and a lot of hang-overs. Those who went abroad and had a great time, nonetheless confirmed that an ECTS credit does not seem to have the same value all over Europe and that there still are autonomous professors who do not believe that the level of education at other universities abroad is sufficient and hence refuse to grant you the points you worked (so hard) for.

Budapest

Furthermore, issues were raised about the content of higher education in Europe. According to some the BaMa-structure had proven to be inefficient, and the lack of training in practical skills and how to actually apply your knowledge was criticised. Something i experienced first hand while attending one of the working groups. When the facilitator asked if any of the parctipants studied European Studies, I truthfully raised my hand. Assuming this to be basic stuff he remarked that in that case I would probably know the Open Method of Coordination (OMC) on education. Well I didn’t.
During a panel debate at the end of the day the students could test their new insights and their own opinions against the expert opinion of professor Ildikó Hrubos from the Corvinus University.
The front row was still empty, the temperature still to high and I actually caught myself while dozing off for a few seconds, but just on time a new debate would emerge and provide a fresh breeze in the room.
Mats Siffels