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Competence and economy: International adult literacy assessments, knowledge capital and economic performance
39-50Views:5After reviewing the measurement of adult literacy (IALS and PIAAC), the paper examines how its outcome – referred to as knowledge capital – differs from human capital. The paper also analyses the relationship between adult literacy and economic performance, briefly highlighting the debates surrounding this issue. In addition, the article examines the relationship between knowledge capital and economic development in Hungary. Finally, the study discusses adult education as a possible policy response. The analysis points to the relatively weak performance of Hungarian adult literacy competence in international comparison. This highlights the potential importance of adult education in improving competitiveness, employability, and democratic participation.
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Presence of Open Science Skills in Learning Outcomes at the Lis Study Programs in Croatia
8-17Views:324Open science is an ever-evolving phenomenon. Open science deals with the availability of data and publications, which includes an open approach with which publicly funded research is sought to be made available to all members of society and the public. It is an umbrella term that includes a multitude of assumptions about the future of knowledge creation and dissemination (Fecher & Friesike, 2014). The Organization for Economic Co-operation and Development (OECD) emphasizes libraries as a key player and fundamental drivers of open science because they have adapted their role to today’s age and are now active in preserving, publishing, and disseminating digital scientific material in the form of publications, data, and other research-relate content. During their studies, LIS (Library and information science(s)) students acquire knowledge and develop a set of skills that will prepare them for work in today’s information environment. In 2020. LIBER’s (Ligue des Bibliothèques Européennes de Recherche – Association of European Research Libraries) Digital Skills for Library Staff and Researchers Working Group published a visual presentation of the necessary competencies for librarians and researchers. Information science studies, including those in Croatia, are exposed to constant changes in the field, including the development of open science. For this reason, it is necessary to constantly think about the adaptation of study programs through which students will acquire basic knowledge related to the promotion and advocacy of open science. The term “open science”, and everything it encompasses, should be an integral part of study programs in the field of information sciences. The aim of this paper is to explore the representation of skills and competencies for open science in study programs at the LIS studies in Croatia: Department of Information and Communication Sciences (Zagreb), Department of information sciences (Osijek) and Department of information science (Zadar). This research indicated the need for greater inclusion of the concepts of scientific communication and open science in the learning outcomes at the level of programs in the study of information sciences in Zadar, Zagreb, and Osijek.
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The impact of preparatory classes on future student performance: Competency assessment experiences of Hungarian students in Covasna County
37–47Views:25This study examines the impact of the introduction of the preparatory class (reception class) in Romania as an early educational intervention within the framework of school readiness and educational inequality theories. The analysis focuses on Hungarian-speaking students in Covasna County, specifically on the first cohort of fourth-grade students who had previously attended this educational stage. The research is based on a quantitative, full-sample design, including all 1,054 fourth-grade students enrolled in Hungarian-language education. The dataset combines questionnaire data with results from the 2016–2017 national competence assessments, providing a comprehensive overview of academic performance in reading, mathematics, and natural sciences. The study investigates the relationship between participation in the preparatory year, socio-economic background, and academic achievement. The findings reveal a statistically significant association between parental educational attainment, labour market status and student performance. The results indicate that students from families with higher levels of education and more stable employment are significantly more likely to achieve above-average results. This suggests that while the institutional framework is inclusive, family background remains a decisive factor in how effectively children can capitalize on this preparatory period. Furthermore, participation is clearly associated with higher academic outcomes: students who completed the preparatory year are significantly more likely to achieve better results across all three assessed competence domains compared to those who did not. Overall, the preparatory class contributes to reducing the risk of school failure, supporting a smoother transition from preschool to primary education, and lowering early school leaving risks. It provides an extended preparatory period that helps children adapt more effectively to a performance-oriented learning environment. The study highlights the effectiveness of this universal reform while noting that, despite its mandatory nature, it cannot entirely neutralize the reproduction of social inequalities. In conclusion, the preparatory class represents a significant educational policy reform that improves student outcomes and promotes equity, particularly in minority-language and socio-economically disadvantaged contexts.
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Insuperable Language Inequalities? A Reflecting Study on Bernstein's Linguistic Codes Theory and its Critique
Views:166Kindergarten education is compulsory in Hungary, and the National Basic Programme for Kindergarten Education foresees effective language activities. This is in line with what Bernstein has proposed to address language inequalities. The research question is whether linguistic differences can be observed among kindergarten students in Hungary based on the socio-economic situation of the place of residence. The investigated settlement categories according to Government Decree 105/2015. (IV. 23.), and the Central Statistical Office data were the following: disadvantaged, less disadvantaged and advantaged (N=39). The speech of kindergarteners was examined using three playful tests, which were analyzed applying dimensions and indicators determined by reviewing the literature written by Bernstein, his followers, and critics, and a pilot study. During the analysis, the underperformance of the disadvantaged settlement’s children was detected in several scales, sometimes spectacularly (adjectives, word count, sentence coherence in the first test, noun-verb relationship), sometimes only to a lesser extent (the use of conjunctions, extended sentences, personal pronouns). Overall, the results support that Bernstein’s theory created two generations ago are still valid today: language inequalities can still be experienced in terms of the settlement disadvantages. The research draws attention to the need to increase the efficiency of mother tongue development in kindergartens.
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Migrating From Face-To-Face to Online Learning During the COVID-19 Pandemic: The Experiences of Psychology Students at a Private Higher Education Institution in Gauteng
11-21Views:742Due to the COVID-19 pandemic, there was an accelerated migration from face-to-face to online learning. This article aims to explore and describe how psychology students experienced the migration from face-to-face to online learning during the COVID-19 pandemic. It entailed a qualitative research design with an exploratory and descriptive approach. The participants were 28 purposively sampled psychology students from a Private Higher Education Institution in Gauteng. An online survey method was employed to gather the needed information which was then subjected to a thematic analysis. It emerged that the challenges experienced by students were internet connectivity issues, insufficient computer literacy, reduced class time, anxiety, physical impact, and communication issues. Moreover, some benefits related to flexibility, the convenience of online studies and safety from infection with COVID-19 were identified. It was also noted that having certain attributes such as independence, time management skills, having support and being tech savvy improved the online learning process. Some opportunities for Higher Education Institutions to improve the experiences of students included creativity in module delivery as well as providing guidelines on how to use these online platforms.
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Educational poverty in Italy: concepts, measures and policies
1-10Views:993In recent years in Italy, as a result of the initiative by the NGO Save the Children Italia and of the government action, we have witnessed the success of the notion of “povertà educativa”, as an effective way to indicate severe inequalities in education across the country. Firstly, the aim of this paper is to shed light on the different concepts and measures of educational poverty in socio-economic literature, in order to highlight specific and innovative aspects of this idea. Moreover, the paper intends to scrutinize Save the Children’s proposal in order to monitor and tackle educational poverty as well as to show how the action of the NGO has influenced the development of Italian recent government policies against child and educational poverty.