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Ross Gittell & Kathe Newman (2012) Activist Scholar: Selected Works of Marilyn Gittell. SAGE Publications, Inc
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Ross Gittell & Kathe Newman (2012) Activist Scholar: Selected Works of Marilyn Gittell. SAGE Publications, Inc
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In this study the volume’s editor outlines the alternatives regarding how the social sciences and humanities can describe the universes of different school subjects within a social context. Cultural studies examine different concepts of public culture in relation to the different proportions of subjects in a curricula. Policy analysers see school subjects as being connection points between educational policy and academic circles (pressure groups). For the science of science, school subjects mirror the competition taking place between different sciences and the paradigms existing within one science. For the sociologist looking at social inequalities, subject-specific school achievements are elements within a description of social group-specific school activity.
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In mathematics marks, three distinct but interconnected elements have been identified at grade 6 in primary schools. One is a student’s competency/knowledge based on government assessment; the second is the degree to which students adopt a school’s values, in other words, their attitude, diligence and general educational advancement levels; and, thirdly, there is the student’s social status, namely family circumstances, and gender. The model here reveals that mathematics marks are influenced by two different factors: firstly, there is the student’s overall level of academic advancement, which includes diligence - with this being the dominant factor, and which essentially favours girl students; secondly,the other way to understand maths marks is to depart from the social status of a student and take into account reading comprehension and knowledge of mathematics.The author demonstrates that among students performing at the same level, teachers tend to give better marks to girl students and to students who have a more favourable social status.
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A környezetvédelem oktatása alapvetően pedagógiai feladat. A pedagógiai feladatok azonban nem választhatók el teljesen a szabályozási környezettől, hiszen a különféle – szakmai, jogi, erkölcsi stb. – normák határozzák meg a pedagógia mozgásterét. Tehát azt a mozgásteret, melyben az iskolai oktatás folyik.
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Review of: Frans A. van Vught & Frank Ziegele (eds): "Multidimensional Ranking. The Design and Development of U-Multirank. /Higher Education Dynamics"; Vol. 37/. Springer, 2012, Dordrecht. 194 p. by: Bander Katalin
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First, the author makes some remarks concerning the fact that in the context of the nationalization of schools previously maintained by local governments and a lack of negotiations between government and interest groups, the new Hungarian law adopted in December 2012 does not mention consultative bodies dealing with primary and secondary education created in Hungary in 1993. In a historical part of the article (based on many documents that the author found in libraries), Ivan Bajomi shows how Hungary’s first National Council of Public Education was created 140 years ago, in 1872. The creation of this body was first proposed in 1866, one year before the Austro-Hungarian Compromise that initiated a liberalisation of the authoritarian form of government preceding it. The proposition was formulated by “knowledge-broker” Gyula Schvarz, a scientist speaking many foreign languages and who looked at several Western educational systems. Three years after publication of the idea, the association of secondary school teachers pronounced in favor of the creation of an educational council too, pointing to the necessity of assuring the best form of preparation for educational reforms. After the summer and autumn of 1871, the Ministry of Education published a vehemently criticized draft of the decree on the status of the future Hungarian Council of Public Education. On the basis of information concerning the role of local and national teacher’s councils in several cantons of Switzerland and territories of the existing Germany, members of the association of primary school teachers of the capital of Hungary argued that the planned body would not have sufficient autonomy. Within the framework of this debate, some influential persons contested the right of the planned council’s members to formulate initiatives autonomously though, finally, this possibility was maintained in the decree; others argued that future members of the body should receive money for their work, and the terms of the decree were in the end changed to grant this. Acceptance of this change probably came from the fact that one of the main functions of the body was intense participation in elaboration of new school curricula. In the four first years of the first Hungarian Council of Public Education, several members of bodies were delegated by teachers’ associations, yet from 1875 members were chosen by the responsible minister.
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If we assume that the denominational composition of secondary school teachers is the same as the denominational composition of the graduate population, we might be surprised to note that, from 1920 and 1930 census data, whereas nearly one quarter of the population of secondary school graduates and one fifth of university graduates was Jewish, the ratio of Jews among secondary school teachers hardly exceeds 6%. By examining denominational correlations for the probability of being admitted to a Humanities Faculty as a student, the obtaining of a teaching degree and of being later on hired as teacher, it can be observed that the most important demarcation is not to be found in one denomination providing more successful students; neither is it to be found among normal socialpushing factors, nor among the “natural” preferences of school owners – such demarcations came because of emerging forms of anti-Semitism at governmental level. Whereas it can be observed among graduates before 1920 that the chances of Jews (after obtaining a teaching degree) to obtain a teaching position were roughly the same as for Christians (in a schooling system where Jewish denominational secondary schools did not exist!) after 1920, career prospects for Jewish Humanities graduates in secondary schools were dramatically restricted. In addition, opportunities for Christians with a surname having a Hungarian character were much better as regards their getting a full teaching position than those whose German and Slovakian background was more evident. The denominational-ethnic determination of study program choice – examined in the present study only regarding the Christian denomination – is chiefly manifest in connection with ideological subjects (Hungarian, History, foreign languages). Also in relation to the character of a Hungarian surname, Catholic Hungarians tended to choose subject matters related to their world-view (Latin) and Protestants ones related to their national identity (Hungarian, History). In case of people with postulated German names: as regards a Latin literary orientation Roman Catholics are at the forefront, while if given an English literary orientation the Protestants, more precisely German Lutherans, have a lead. For persons with a Slovakian background a contrast between “national” and “international” may be one framework for interpretation. An orientation of Slovakian Catholics for German and French studies fits in with such a phenomenon. Whenever Slovaks favor a subject dealing with national culture, Evangelists will choose Hungarian language and literature and Catholics will most likely choose History.
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In the past two decades, the background to the two most decisive trends the world’s higher education system has experienced 1) increasing competition caused by difficulties in financing, and 2) the emergence of mass-education, that is, the nearly general participation of the young population in higher education. One of the answers to this combined phenomenon and related challenge has been the effort made by elite (research-oriented, excelling, world-class) universities to explicitly separate themselves from institutions involved in mass-education – which, in turn, have been trying to stand their ground by broadening their areas of activities, embarking on new missions, seeking to directly ‘serve’ society. The economic crisis that began in 2008 has accelerated this process. The essay reviews recent developments, the new phenomenon that these two trends appear to be getting closer to each other – shown by the third ‘mission’ that is coming to the foreground, and by the influence global, regional and national rankings have had on each other.
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This study examines whether the statement concerning Hungarian higher education that has been much quoted in the Hungarian media and which is to be found in recent government documents – claiming that higher education’s output does not meet social and economic needs and demands – is tenable. The study argues that claims such as Hungarian higher education trains too many people to get a degree and, in consequence, unemployment among people with a such qualification is high, that 50% of degrees are worthless (as there is no need for highly qualified people in certain fields) and that the quality of higher education is deteriorating at a fast pace, all of these are simply not true. The author attempts to find explanations for why the general public accepts these widely held views uncritically from some political and sociological perspectives.
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In the vast literature on the political consequences of ethno-linguistic diversity and means via which to accommodate it, there is relatively limited attention being paid to the participation of ethnic and national minorities in tertiary education; and this has occurred in spite of the fact that several recent sources have raised the issue of the underrepresentation of national minorities in higher education, something which became particularly noticeable within the context of the global expansion of education provided at university level. Postsecondary education, in spite of the various changes it has recently undergone, remains an important area for nation-building – that is, in the educating of properly socialized elites, persons loyal to the dominant way of life of the state. It is thus not surprising that accommodating the needs of national minorities, of people interested in their own cultural survival, is not an easy task. It is no less true, however, that once accepted as a legitimate goal, the cultural reproduction of non-dominant ethno-linguistic communities requires, in the circumstances of today’s global culture, properly trained minority elites, too. The paper explores a particular type of institutional arrangement – minority-serving institutions within higher education – which exist today in several regions of the world; and such institutions have three main common characteristics: education is (in some cases, only partially) provided in the language of the non-dominant community, language re-vitalization being an important outcome; culture-sensitive curricula, allowing for preserving one’s special cultural heritage and giving wider social opportunities to members of marginalized groups; and, thirdly, minority control of the respective institutions – which is a particular form of empowerment, leading to positive examples of self-management and community self-realization. The paper will also reflect on several aspects of the overall political set-up which make such arrangements possible.
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The higher education system of North Vojvodina’s border region is here considered within the framework of the research project “Integrating (Trans-National Migrants in Transition States (TRANSMIG) SCOPES (2009–2012)”. This study makes a summary of research results relating to Serbian-Hungarian cross-border mobility – and it analyses the “borderless”, transnational and CBC partnerships of institutions with the aim of finding the best solution as regards the development of the marginalized region’s higher education system (a lack of institutions in the locality; a high percentage of students considering studying in Hungary, thus the issue of this highly-qualified elite not coming back). Institution leaders/the local-regional elite were interviewed on both sides of the border regarding what possibilities there might be for an innovative way of proceeding concerning higher education that can cross over the (still relevant) borders between Serbia and Hungary (e.g. joint degree programs, branch campuses, off-site training, etc.).
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Review of: Jules Rocque (dir.): “La direction d’école et le leadership pédagogique en milieu francophone minoritaire. Considérations théoriques pour une pratique éclairée.”; Press Universitaires de Saint-Boniface, 2011, Winnipeg. 363 p. By: Németh Krisztina
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Managerialism, which has appeared in parallel with the massification of higher education and with increases in financial difficulties, now has an international dimension in the European Higher Education Area (EHEA). European organizations handling it (partly via the European Union, partly with EHEA jurisdiction) have been formed along with their administrative and academic-type governing boards; also, there are complex mechanisms for consulting with stakeholders. While the struggle between national governments and among autonomous institutions is a well-known phenomenon, transnational (European) organizations are now having to fight with autonomous member states, more precisely with members of a loose alliance (EFT).
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A rendszerváltást követően a központosított oktatásirányítást felváltotta a decentralizált irányítás. Az iskolák döntő többsége helyi fenntartásúvá vált, nemcsak az alapfokú, hanem a középfokú oktatásban, ezen belül a szakképzésben is. Különösen a szakképzésben vált a decentralizáció hatására rendkívül szétaprózódottá a képzés. Sok iskola indított szakképző osztályt, így egy-egy régióban, kistérségben számos párhuzamos képzés indult. Ugyan a helyi önkormányzatok, finanszírozási problémák miatt, sorra kezdték visszaadni a megyei önkormányzatoknak a szakképző intézményeket, viszont ezzel nem szűnt meg a képzés szétaprózódottsága, amiben az intézmények, a tanárok, a szülők érdekérvényesítése is szerepet játszott (gondoljunk csak a főváros szakképző intézményeinek átalakítására, amely során az önkormányzat többször is visszakozni kényszerült a tanárok tüntetése miatt). A központi oktatásirányítás leginkább a finanszírozás révén avatkozott be az iskolaszerkezetbe, arra ösztönözve az iskolákat, hogy együttműködjenek. 2008-tól csak azok a szakképző intézmények jutnak szakképzési támogatáshoz, ahol a létszám meghaladja az 1500 tanulót, ennek hatására 86 Térségi Integrált Szakképző Központba tömö- rültek a szakképző iskolák. Tehát most újra elindult a szakképzésben egy koncentrációs folyamat. Míg a decentralizáció ideológiája az volt, hogy a fogyasztóhoz viszi a képzést, addig a centralizáció eszméje az, hogy minőségi képzést nyújt.
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Review of: Rosemary Deem, Sam Hillyard & Mike Reed: “Knowledge, Higher Education, and the New Managerialism: The Changing Management of UK Universities.”; Oxford University Press, 2007, Oxford. 245 p. by: Ámon Kata
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In this study we shall examine two aspects of vocational training problems. Firstly, a map analysis is presented in relation to the secondary education system in various areas of the country, where we present the distribution of students among secondary program types (vocational school, secondary vocational school and secondary general school) at a sub-regional level; secondly, with the help of interviews, we explore structural problems of that maintainers are experiencing And are endeavouring to deal with, including ones pertaining to catchment areas and changes in structures of training. Vocational training institutions interpret the training structure in different ways - and we classify such on the basis of used strategies. In addition, we shall look at some specific problems had by vocational school teachers and students.
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This essay is going to outline an educational-historical process and examine Tibullus and Propertius’s presence in Hungarian school-books from the beginnings to 1945. The study mentions the European precedents and Hungarian educational-political orders concerning the two authors, but above all it deals with text-books, anthologies, books of literary history and other school-books. It summarizes how Tibullus and Propertius’s oeuvre has appeared in teaching Latin, which of their works were known and read, and how their significance in literary history were appreciated.
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