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Az árnyékoktatás vizsgálata az észak-erdélyi és székelyföldi középiskolások körében

Author(s): Iulia Olaru / Language(s): Hungarian Issue: 02/2015

The shadow education is the special segment of the two educational systems of the public and private tutoring education. In the sociology of education these topics were only recently discussed, and researches about these subjects only have a history of two decades. In our research we try to define the types of shadow education among Transylvanian high school students, more exactly those activities that do not take part of the formal educational system and private tutoring. What kind of social-demographic variables and motivations define the participation tendency of Hungarian students from Northern Transylvania and Szeklerland? What are the characteristics that describe those students who participate in private tutoring? In our study we would like to offer a general idea about the amount of time students spend doing various activities, and on the other hand the manifestation of shadow education in our region.

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Overcoming Barriers in Lifelong Learning: Moving Towards ET2020 Goals

Author(s): Alexandru Clain / Language(s): English Issue: 1/2016

In the last two decades, lifelong learning has become a priority at the level of the European Union. However, empirical data shows that adult participation in lifelong learning is still low at the level of EU member states, especially if we take into consideration the benchmarks included in the Education and Training 2020 Strategy. While the analysis of results achieved through the different EU programmes, policies and strategies in the field of lifelong learning is an avenue of research, the present paper focuses on an aspect which requires more attention, namely barriers which are preventing adults from participating in lifelong learning. Understanding these barriers and trying to develop ways to overcome them could prove beneficial for reaching the goals which have been set in the ET2020 strategy. Thus, the main objective of this paper is to identify and discuss the different types of barriers which deter adult learners from participating in lifelong education, as well as to propose several solutions for overcoming these barriers. The paper is structured into three main parts. The first part consists in a brief discussion regarding the different conceptions and definitions of lifelong learning, with special focus on the perspectives of the European Union, as well as those of established authors in the field. The second part is meant to provide a general image on the different types of barriers which adult learners encounter, based on studies conducted by different authors, as well as on the latest statistical data available in this regard at the level of the European Union. The last part of the paper discusses several solutions for overcoming barriers in lifelong learning, with special focus on the role of national authorities, education providers and private companies.

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Térfelfogás és retorika

Author(s): Dániel Zoltán Segyevy / Language(s): Hungarian Issue: 2/2014

Krasznai Zoltán: Földrajztudomány, oktatás és propaganda. A nemzeti terület reprezentációja a két világháború közötti Magyarországon. Pécs, Publikon kiadó, 2012. 262 oldal.

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Образование для устойчивого развития: глобальный и региональный аспекты

Author(s): Natalia Nikolaevna Vlasyuk,Boris Olegovich Mayer / Language(s): English Issue: 3/2016

The purpose of the article is to justify the idea that education for sustainable development is a holistic and transformational system which adapts society to sustainable development through enabling people to become ‘global citizens’, able to accept and implement the ideas of sustainable development. One of the most significant current discussions is the problem of choosing a strategy for sustainable development of human civilization. It involves application of new approaches to identifying the place and role of education within sustainability paradigm. Education for sus-tainable development empowers people to be ‘global citizens’. ‘A global citizen’ is a member of an emerging world community, who is capable of acting at both local and global levels. The authors conclude that developing people as global citizens is a complex process of system interactions of national and global aspects based on the principle ‘think globally, act locally’. Sustainable development of society is a progressive straightforward process enhancing the opportunity to maintain positive growth. Education influences moral values of people as well as shared intellectual reality and socio-cultural environment, both at national and global levels. Therefore, education for sustainable development is a system aimed at nurturing the inte-grated person (‘global citizen’) capable to perceive and implement ideas of sustainable development.

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Salzburg principles: State of arts in the republic of Armenia

Author(s): Lilit Pipoyan,Ruben Topchyan / Language(s): English Issue: 4/2015

The Republic of Armenia joined the Bologna Process in 2005 in Bergen (Bergen Communiqué). Following its ratification by the Republic of Armenia (RA) National Assembly in 2005 steps have been undertaken to actively implement the Bologna lines to integrate into European Higher Education Area. Although the Armenian universities have developed and are operating, to different extents, their internal QA systems, delivery of doctoral programmes along with the Salzburg Principles has been left unattended. This causes difficulties with the recognition of the 3rd level degrees at international level. The following research has been conducted in the framework of Tempus “VERITAS” project. All the Armenian partner higher education institutions implemented fact-finding on 10 Salzburg principles in their home institutions. The results of the fact-findings were analysed by the National Centre for Professional Education Quality Assurance Foundation (ANQA) and Education Quality (EQ) representatives. Later on ANQA organized focus group discussions among the partner institutions to summarize the results, to discuss the major lines, to unify the general approaches and perspectives and to come up with the recommendations on the quality enhancement of the doctoral education in Armenian. In the following paper we present the results of the fact-finding process and recommendations on the alignment of the Armenian doctoral education to the Salzburg Principles. The proposed recommendations can serve as a basis for the development of the Armenian doctoral education in line with the Salzburg principles.

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ДА ЛИ ФРАНКОФОНИЈА ПОДРЖАВА КУЛТУРНУ РАЗНОЛИКОСТ?

Author(s): Ana M. Vujović / Language(s): Serbian Issue: 2/2016

Accepting reality of cultural diversity represents the basis for accepting the right of cultural identity, of individuality and selfness in expressing the culture of each human community. In this paper, we are presenting the basic features of the concept of cultural diversity, which has encountered positive reactions in a greater part of humankind and has become one of the reasons why some countries decided to become members of the International Organization of la Francophonie (OIF), which successfully illustrates the respect of these values. OIF is definitely one of the best examples of diversity, and this is in every sense: lingual, cultural and economic (according to the level of development and economic status), political (there are all forms of managing the country), religious, etc. We are talking about globalization, which, apart from economy and politics, includes culture, which can be understood as a guard and challenge for Francophony, because it is closely connected with the meaning of globalization, which refers to the relation between identity, culture and communication (and this is in the domain of basic activities of International Organization of la Francophonie). OIF has become a well-structured institution with operators whose activities have been precisely defined and with clear aims grouped into four missions: promoting French language and lingual and cultural diversity, promoting peace, democracy and human rights, supporting education, higher education and research work, developing solidarity and cooperation for sustainable development. Considering the fact that accepting the values on which this organization is based and its basic aims is not opposite to the ones our society, at least declaratively, stands for, we should carefully be focused on the advantages our country would have from a stronger connection with it.

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Izrada ZJNPP za matematičko područje definirane na ishodima učenja

Author(s): Ivana Zubac,Romela Šunjić,Žaneta Džumhur / Language(s): Croatian Issue: 21/2016

U tijeku je održavanje javnih rasprava o Zajedničkoj jezgri Nastavnih planova i programa definiranoj na ishodima učenja (ZJNPP) za matematičko područje. Organizaciju izrade za sva područja vodi Agencija za predškolsko, osnovno i srednje obrazovanje. Dokument je izradila Radna skupina za matematičko područje, sastavljena od predstavnika svih razina obrazovanja (predškolskog, osnovnog, srednjeg i visokog), čiji rad je stručno podržavala ekspertica mr. Ivana Zubac.

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Uverzitet u krizi: Prilagođavanje kao strategija preživljavanja

Author(s): Isidora Jarić / Language(s): Serbian Issue: 3/2013

Th e paper tries to map some of the issues that contemporary universities face within the significantly changed coordinates of altered realities of contemporary societies. Deeper understanding and analysis of the specific position of the University and its relationship with the social environment is important because it can provide valuable information about the possible development directions of both society and the universities themselves. At this moment, the quality of their relationship is disturbed. On one side it endangers the survival of the university as we know it, and on the other it abolishes serious social dialogue on development directions and the future of contemporary societies. The most significant reason for such situation is university’s voluntarily self exclusion from that dialog.

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Magyar jogászképzés a román népi demokráciában

Author(s): Arthur Lakatos / Language(s): Hungarian Issue: 01/2017

Veress Emõd – Kokoly Zsolt: Jogászképzés a Bolyai Tudományegyetemen 1945–1959

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Families enacting ‘alternative’ schooling choices and the State

Author(s): Pauline Proboeuf / Language(s): English Issue: 3/2022

In recent years, French parents have increasingly chosen to homeschool their children or to send them to ‘alternative’ independent schools. French President Emmanuel Macron, in reaction to this trend, announced on October 2, 2020, his desire to restrict homeschooling to instances when ‘health imperatives’ necessitate this option and, further, to reinforce state control of independent schools. A bill to this effect passed on July 23, 2021, survived a challenge before the Constitutional Court, and became the law of the land one month later on August 24,.2021. The research for this paper was completed before the law took effect. Its aim was to understand the relationship between the State and those families who have made alternate schooling choices; that is, to explore the potential effects of implementing the new school policy. I relied on governmental data and, to capture how school policies were perceived by families, data collected in France that included interviews with parents, answers to an online survey, and one interview with a civil servant at the Ministry of National Education. The results of the research reveal that the dynamics that operate between ‘independent schooling’ families and the State have the markings of a power relationship that pits State authority against parents who tend to have low confidence in public schools and may identify with a counterculture. Finally, this recent legislation suggests that the French education system is moving from an educational model of ‘inclusion through control’ for children learning outside of public schools (Farges et al., 2018) to a model of exclusion through coercion.

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Múltból jövőt

Author(s): Tamás Kozma / Language(s): Hungarian Issue: 1/2022

How would the past define the future of educational policy after the Parliamentary election? a) Will demographic decline continue, or will the new government apply an alternative immigration policy which would give new functions to education? b) The epidemic threat shattered the traditional school order. Would the new government return to the pre-epidemic order, or will it give way to more educational innovation? c) Does the changing institutional ownership mean tighter state control or more freedom for the universities? d) Does the government continue to support international monopolies in vocational education, or would the unions be able to gain more influence? Ultimately, these are the same dilemmas. Will centralization continue, or can local government be strengthened after the elections? The study considers this dilemma.

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Közoktatás-politika 2018–2022

Author(s): Istvan Nahalka / Language(s): Hungarian Issue: 1/2022

The paper examines the main changes and important factors affecting educational policy in the Hungarian public education between 2018 and 2022. It emphasizes the increase of inequality of chances, the negative tendencies of formation of school selection processes, examines the story of implementation of Digital Educational Strategy, the oppressive educational situation caused by COVID–19, deals with the lack of teachers, and the deterioration of wages of employees working at educational institutions. The paper characterizes the governmental public educational policy between 2018 and 2022 as a „fine tuning” of an extremist centralized system, presenting the unchangingness of relations in the central regulation of curriculum content and innovation processes as examples.

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A NAT evolúciója 2010–2021 között

Author(s): Magdolna Chrappán / Language(s): Hungarian Issue: 1/2022

Between 2010 and 2021 significant structural and content changes took place in public education. One of these was the change in the national core curricula and framework curricula. In 2020, the new NAT was published, which was not only the modification of the previous NAT, but serious conceptual changes were introduced as well. Along with this, there was also an attempt in 2018 to develop a modern learning and pupil-centered NAT, which eventually did not come into force, but some parts appeared in the current NAT. In our study, we introduce the three NAT regulatory features and seek the answer to themquestion, how much leeway is provided for users, to what extent it can be regarded as an ideological-based curriculum, and what has been kept in NAT 2020 and what it has taken from the previous ones.

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A roma/cigány társadalom átalakulása

Author(s): Katalin R. Forray / Language(s): Hungarian Issue: 1/2022

The transformation of Romani society in Hungary accelerated in the last term of government (2018–2020). The Romani middle class emerged in various ways according to the different ethnic origins and cultures. The author examines the role of schooling in developing the Romani middle class and the programmes that support it. The government usually initiated supporting programmes but ‘outsourced’ to non-governmental organisations like foundations, associations, and churches. Supporting programmes proved to be successful only if civil society was able and willing to cooperate with the government. It is the key to the emergence of the Romani middle class in Hungary.

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Határon túli magyar oktatási támogatások 2010 és 2022 között

Author(s): Kinga Mandel / Language(s): Hungarian Issue: 4/2022

The study reviews the Hungarian cross-border educational support system and its directions in the period between 2010 and 2022. The aim of the study is to show what the Hungarian cross-border education support priorities were during the period under review and in what measures, programs, and developments these manifested. We concluded that the existence and development of the Hungarian cross-border education support system are of paramount importance both financially and symbolically for the Hungarian educational institutions and their actors. We see the possibility of developing this support system in the construction of a quality assurance system based on internal and external monitoring.

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Conceptualizing Citizenship. Eastern European Inputs to the Contemporary Debates. Insights from Hungary

Author(s): Alexandra Holle,Éva Ványi / Language(s): English Issue: 21/2022

Active citizenship, critical citizenship, digital citizenship, global citizenship: just a few from the concepts that have shaped the debate about citizenship in the past decades. While these concepts have dominated both the academic and the public discourse and had implications for citizenship education in mature democracies, they often seem to be far away from the lived realities of many Eastern European new democracies. In these countries, debates about citizenship have been burdened with the legacies of the non-democratic past, and even citizenship education has been marginalized for a long time. This paper introduces the Hungarian case and aims to contribute to the theoretical debates about the concept of the good citizen by reflecting on the peculiarities of a post-socialist new democracy.

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Makerspaces as learning spaces for sustainable development. A systematic literature review

Author(s): Oana-Roxana Bobic / Language(s): English Issue: 2/2023

Makerspaces have emerged as dynamic environments that foster creativity, innovation, and hands-on learning experiences. This article delves into the function of makerspaces as educational environment fostering sustainable development. The study seeks to emphasize the importance of makerspaces in cultivating the skills and perspectives essential for sustainable development in the 21st century. By performing a systematic literature review, it examines how makerspaces empower individuals to engage with sustainable practices and contribute to broader societal and environmental goals. The article delves into the multifaceted ways in which makerspaces support sustainable development through experiential education, collaborative problem-solving, and the application of emerging technologies. Additionally, it highlights the potential for makerspaces to bridge the gap between formal education and practical sustainability challenges, ultimately promoting a more sustainable and equitable future. The aim of the study is to underscore the significance of makerspaces in nurturing the skills and mindsets needed for sustainable development in the 21st century. In this sense, we performed a systematic literature review of publications from the ERIC and Google Academic databases. 33 articles met the inclusion criteria. Their analysis reveals that makerspaces contribute as learning spaces to sustainable development, in various ways, educating participants about sustainable development, but also fostering innovation, debate and social action towards the global goals of sustainability and justice. Overall, this analysis underscores the significant potential of makerspaces as learning spaces for sustainable development and education for development. They can not only educate students about sustainable development but also inspire innovation, debate, and social action towards global sustainability and justice goals.

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(Re)Centralisation of education governance in Hungary: its causes, declared goals, motives and some potential hidden goals

Author(s): András Semjén / Language(s): English Issue: 16/2023

After municipalities (local governments) and county level governments were established in Hungary in 1990, public education was operated, governed and financed by these elected bodies with the financial support of the central government until the end of 2012. In this decentralised system differences in local wealth and income of municipalities led to significant inequalities in the funding and performance of their schools, and the learning outcomes of the children studying in these. The FIDESZ-KDNP coalition government that took office in 2010 radically centralised the system of governance and funding of schools, claiming that this will be a remedy to the problemsof the system. Based on a large set of research interviews and previous research results our paper investigates the declared goals of this reform, and tries to explore its motives as well. According to our research interviews granting equal opportunity in education to every child seems to be the overarching goal of centralisation, and there are three more other goals as well, including the creation of a more efficient and cost-effective system of institutional management. However, some characteristics of the selection of these goals and the seemingly complete lack of the monitoring of their fulfilment, together with the fact that independent research already proved that the centralisation was definitely unable to achieve its main declared goal, may substantiate the claim that this just served as a cover or pretext, and there probably exists a hidden agenda that is more important for the government than the publicly declared goals. Based on interviews with former politicians, education researchers, advisors and school headmasters we tried to find some of the possible real motives and hidden goals. Although the existence of such goals is impossible to prove exactly, we found several circumstances that may substantiate their existence.

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Civic society and education: international teachers’ perspectives on the roles of NGOs in supporting youth immigrants, in Hungary

Author(s): Sibiya THANDEKA / Language(s): English Issue: 1/2024

Civil Society (herein NGOs) seem to fall short of improving the education of immigrant youth in Hungary. This failure is significantly attributed to government’s immigration policies that perpetually position immigrants at a disadvantage, in terms of equipping them with sustainable educational and socio-economic readiness skills. It appears that immigrants of African, Asian, and Middle Eastern origin, bear the brunt the most. NGOs are expected to defend justice and democracy, develop a language, and empower immigrants with a voice to express their past and present experiences, a possible effective tool in fighting discrimination, marginalisation, stigmatisation, and other forms of racisms, which is a path towards a sustainable future. This qualitative exploratory study that explores the various nuanced opinions of foreign teachers associated with the lack of sustainable educational programmes for immigrant youth, focusing on the intersection of civic society and education against the backdrop of the Hungarian political climate. With immigration posing profound challenges to Hungary's educational system, understanding the perceptions of foreign educators is paramount for extracting the complexities at play. Through qualitative analysis of interviews conducted among foreign teachers, this study uncovers multifaceted challenges impeding the development and implementation of sustainable educational initiatives. These challenges encompass insufficient resources, linguistic and cultural barriers, and institutional constraints. Moreover, the Hungarian political climate, characterised by nationalist rhetoric and restrictive policies, exacerbates these obstacles, creating a hostile environment for immigrant. The findings underscore the urgent need for policy interventions and collaborative efforts to address these challenges and foster a more inclusive and supportive educational environment. This research contributes to a deeper understanding of the systemic barriers to immigrant integration and advocates for transformative change within the educational system. The results reveal a complex interplay of factors that shape immigrant integration within the Hungarian society.

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Progressing Attitude towards Sustainability: The Developmental Role of Open Sciences on Open Educational Resources in the MENA Region

Author(s): Samah Nassar / Language(s): English Issue: 1/2024

Open science is crucial for researchers as it entails sharing all the research methods and their results in an entire project. This research focuses on the issues of Open Science Resources directing its focus specifically to the MENA region and the global stakeholders, aiming to assist them in developing structured practices and policies. Therefore, ensuring long-term sustainability and completeness in the education system. However, problems emanate from the negative publicity surrounding publishing services within the subject-field practices. The data collected through a questionnaire conducted by the researcher under methodology will help focus the research on providing evidence to prove the role Open Education Resources (OERs), played in the MENA region. The research also looks at the recommendations addressing the need for necessary infrastructure to facilitate and make open education practices more sustainable to communities. The data on OERs deemed reusable and accessible will aid the MENA region in achieving its sustainable development goals in the long run. These elements will go a long way in designing the necessary support to lower the barriers to research outputs and facilitate potential secondary researchers’ access to existing resources. The region will reuse and repurpose the data and eventually realize additional research opportunities. Research integrity will also adhere to as researchers tend to act honestly and reliably, and a conducive environment will be created that reflects the Open Science agenda.

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