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Learning communities in the various settings of lifelong learning
162-171Views:5This paper examines the role and functions of learning communities across different contexts of lifelong learning, focusing on higher education, vocational education and training, learning in later life, and cultural learning environments. Drawing on sociocultural learning theories and the concept of communities of practice, the study interprets learning as a socially embedded process shaped through participation, interaction, and shared meaning-making. The paper applies a conceptual and interpretive approach to explore how community-based learning manifests across diverse educational and cultural settings. The analysis highlights that learning communities extend beyond formal educational institutions and constitute important spaces for knowledge creation, social participation, and identity formation. In higher education, they foster student integration and intergenerational learning; in vocational education, workplace environments function as collaborative learning spaces supporting professional socialization; in later life, community learning contributes to active ageing and social inclusion; while cultural institutions provide alternative arenas for non-formal and informal learning. The findings suggest that learning communities represent a key framework of lifelong learning by strengthening the social embeddedness of knowledge and supporting participation and personal development throughout the life course.
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Parental Assistance with Assignments – Types of Parental Involvement in Homework
25-36.Views:678The present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.
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The Situation and Chances of Roma students in Secondary and Tertiary Education in Hungary
26-35Views:446Addressing student drop-out or early school leaving has long been a major challenge for education policy makers at both national and international levels. This phenomenon affects all levels of education and has a profound impact on those classes of society that are economically and socio-culturally disadvantaged. This is particularly the case of the largest minority group in Hungary, the Roma, and its roots go back to primary education. Since the 1990s, so from the change of the regime, a positive tendency could have been observed in the completion of primary education, but in secondary school graduation and in obtaining a higher education degree they are still far behind the non-Roma population. In the current study, we identify causes of their learning failures, and we also present a selection of study grants that are available to young Roma students and support them to achieve higher levels of education. We also highlight the difficulties faced by those Roma youth, who have origins in traditional communities but obtain higher educational degrees.