Industry 4.0 requires highly skilled, sophisticated workers and entrepreneurs, and continuous training is essen-tial for them, and its scene is increasingly shifting to higher education. For this reason, higher education peda-gogy must go through continuous innovation. In this article, we present a model experiment of VET teacher training, which consists of a so-called proactive learning method and a portfolio-based evaluation process. In the pedagogical model, the student-teacher relationship focuses on the preparation process before the classroom meeting. During proactive learning, the student prepares for the lesson using ICT systems, gets to know his / her classmates, collects and processes data. By combining his impressions, his own written works, his reflec-tions during the learning process, he creates a kind of developmental history and work description, which is the actual portfolio. Portfolio as an assessment method is an integral part of the proactive learning model. Portfolio implementation requires a proactive learning model, and in this model, portfolio is the most appropriate as-sessment method. One of the aims of our experiment is to investigate whether performance measurement in higher education pedagogy can be carried out through portfolio-type evaluation. Another aim of our experiment is to examine whether the efficiency of knowledge transfer in higher education pedagogy can be improved through a proactive learning process.

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Address social and economic processes of social capital system between universities and the business sector – because of their special and similar characteristics – major emphasis will be displayed. Knowledge-intensive companies would be hard to imagine functioning without established links with tertiary education institutions and universities can now functions would be unthinkable without displaying the corporate sector sectoral specificities of knowledge and strategies of the university. Because of the development of knowledge-intensive business activities based on innovation-oriented economic development which are specific to innovative SMEs, funding sources and opportunities. In a typical operating environment of innovation, with sectoral, spatial and temporal factors are constantly changing. These factors are decisive elements in the innovation opportunities, and through this indirectly the success of these enterprises. The resources involved in mediating the markets perceive a high risk to price this innovation activities and their funding. Under the study to try to answer that by optimizing the functions of universities, how and in what form they may have a role in mitigating financial risks.

Every university was funded in different historical periods with particular feature, particular political system, particular proprietory structure and particular economic background, which characterised the particular era. The historical antecedents considerably influenced the situation and role of the institutions as well as the course of their development. Although they had common features but their spatial projections are very dissimilar. In the 19th and 20th century Hungarian history – in the periods of economic integration with the modification of political system and transformation of the social background – the economic and social functions of tertiary education underwent considerable changes, which started to accomplish by the second half of the 20th century and the early 21st century. To moderate regional disparities, European and Hungarian regional development policy considers particular importance to the economic structure of the regions and their potential to be reformed, which is one of the corner stones of compatibility. Considering the more and more diversifying functions of universities, the question is, which factor is more significant; tertiary education or the relation between the sectors of national economy. The possible correlations we presented through the economic structure and the transformation of tertiary education functions of the integration periods.