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The Concept and Practice of Family Life Education
55-61Views:263This theorethical article outlines the development of family life education in Hungary. In the early 20th century, as a result of civic initiatives, this specific educational area as an independent professional and scientific field was organized in the United States and Western Europe. In Hungary, however, much like other Central and Eastern European states, institutional education became available much later. A government decree issued in the early seventies draws attention to the fact that "the biological, health, ethical, moral knowledge necessary for harmonious, desirable human relations is not sufficiently widespread among the general public, especially among young people, to create a well-balanced family life and to achieve a broad range of modern family planning. Therefore, measures should be taken to prepare for family life in all forms of public education and in the dissemination of information to the general public” (Mihalec et al 2011, 90) Komlósi points out, however, that despite the first governmental initiative on family life education, for decades there has been no significant change in practice. (Komlósi 1995) ” In Hungarian secondary education, the pedagogical knowledge that can be chosen as subject matter for graduation examinations in pedagogical vocational secondary schools includes a growing proportion of topics related to education for family life.
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Students with Special Needs and Their Parents – Informal Participation of a Parent in the Education of an Adult Child
44-51Views:82The article presents the issue of participation of adult students’ parents in their academic life. There are many examples in the literature of how important is the support of students’ with disabilities parents at the universites. This determines academic success. Disability (its depth, type, cause, limitations resulting from it) is a determining factor for independence, and consequently for the parent’s participation in the student’s academic life. The parent’s attitude towards their own child’s disability is also related to the parent’s participation in the study. The main questions of presented research is: how do students, parents and university staff see the participation of parents in their adult chilredn higher education? This study was qualitative in nature and the individual in-depth interviews were conducted in the course of the study. Two female students with disabilities and their mothers, as well as a member of staff from the one of Polish university’s disability office, were invited to participate in the study. The results show that students, parents and university’s staff can present different opinions about parental suport. The fact is that parental participation cannot be permanent. Each time this type of support should be considered on an individual basis, with particular regard to the welfare of the the student. The results of the survey are relevant to the university’s process of planning support for students with disabilities so as to work with parents with the students’ consent.
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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:449Due 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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At the Crossroad of Cultures: Education and Identity of Hungarian Deaf Learners in Romania
68-78Views:193Deaf people living in ethnic-national minority situation form a social group whose members have multiple cultural backgrounds. Starting from interpretations which are viewing the deaf child as a member of a distinct cultural and linguistic minority, I studied the education of Hungarian deaf pupils in Romania graduating from the Hungarian Special School in Cluj/Kolozsvár/Klausenburg, with particular regard to the relationship between formal and informal language use in school, communication culture and identity. Methodologically the research is based on life path interviews with Hungarian Deaf Special School graduates, family case studies of two or three generation deaf families and structured interviews with experienced educators. The research results reveal that the educational practice of the concerned educational institution strengthens the pupils' identity awareness and sense of belonging to the Hungarian nation in two distinct, still interconnected ways: on the one hand, through oral language acquisition, nursing the oral Hungarian language skills, and on the other hand through cultivating the Hungarian Sign Language embedded in the deaf culture within the learner community. Nowadays, the conditions and modalities of exercising this role are changing in several respects. The positive educational effects achieved so far can be reinforced and strengthened by educational policies based on the recognition and cultivation of cultural diversity, in all its complex and multifaceted manifestations, including the peculiar needs of ethnic minority deaf learners.