Search
Search Results
-
Students in Hungarian Higher Education and Their Perception of Dificulties During Their Studies
101-113Views:196Our research aims to examine the recruitment of students who experience difficulties with learning during their higher education studies and the motives behind their career choices, as well as the correlation of these factors with student persistence. The topicality of the problem stems from the diversity of students as a result of the expansion of higher education, as well as the increasing proportion of reading comprehension and other learning difficulties that can hinder individuals' progress in the labour market. Previous research has linked problems in learning in higher education to underdeveloped skills. However, we hypothesize that the occurrence of difficulties during students' studies and careers is determined by career choices, which are influenced by social background. While in higher education the social status differences of the family background already seem to disappear, the origin also affects the higher education career. To test the viability of this assumption, statistical methods were used to analyze the CHERD-Hungary database PERSIST -2019. In the case of difficulties and low persistence, we found a relationship with the career choice patterns of the students studied, especially with family factors influencing career choice and students' interest in their current education. One of our most important findings is that students who experience difficulties during learning can be divided into two groups. One group is characterized by low social status indicators, participating in low prestige and high risk fields of education, and there are specific cultural disadvantages in the background of their difficulties. The other group includes students who come from a higher-status family and concentrate on higher-risk but more prestigious courses, characterized by above-average selectivity and a higher risk of dropping out.
-
The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia
60-71.Views:81In Cambodia, the shift to on-line learning due to Covid-19 reinforced an already overly teacher-centric approach to education, leading to the risk of greater learner disengagement. To address this problem, I3 embarked on a research project involving the redesign of the on-line delivery of a final year English teacher education course on ‘School and Society’, in which all lectures were replaced with jigsaw reading (JR) and peer teaching (PT) tasks. To track the impact of this innovation, I recorded class sessions, kept observation logs, and obtained data from students’ reflective journaling, interviews, and a focus group. This paper reports on the design principles behind the innovation and its impact on student motivation and engagement. The research has implications for on-line teacher education and the introduction of learner-centered pedagogies in global south contexts.
-
Policy Against Drop-out in Italy
1-9Views:493In this essay I set out the current situation of Early School Leaving (ESL) in Italy by considering both data provided by institutional sources (national and international) and a review of the most recent contributions from the educational work that have been done intensively to fight against ESL over the last 20 years. I will argue that the way followed so far will not lead to surprising results, due to deep and structural persisting factors of inequality. After a short overview on the position of Italy in the European rankings, the article recalls the main interventions that took place in the country by different investors (public and non-public), setting up a multiplicity of fragmented macro-politics. Then I will look at the mechanisms of differentiation and unequal distribution of educational opportunities and I will conclude with suggestions on how to make the fight against ESL more efficient and forward-looking.