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The Concept and Practice of Family Life Education
55-61Views:260This 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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The Situation and Chances of Roma students in Secondary and Tertiary Education in Hungary
26-35Views:242Addressing 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.
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Assessing Language Learners’ Knowledge and Performance during Covid-19
38-46Views:267The new reality created by the COVID-19 caused a lot of changes in the educational sphere. The transition from face-to-face to distance learning was not smooth in Ukraine because distance learning was not a common practice in the country before and teachers were unprepared for teaching online. This unusual situation prompted us to start our qualitative research primarily to get insights into the altered daily routines of teachers and educators. In particular, we were interested in how they assessed their students’ performance online. This article focuses on secondary school language teachers (n=65) and language tutors at the tertiary level (n=18). The research findings have revealed that teachers gave feedback through different digital applications like Google Classroom. Oral performance was evaluated either synchronously or asynchronously. The most crucial implication is that teachers should improve and further develop their digital skills and distance teaching and assessing skills in order to provide quality education in the modern form.
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The Development of the Number of Pupils in Secondary Institutions in Light of Political and School Structure Changes
70-81Views:153There are a number of factors around the world that influence the evolution of school structure such as historical, cultural tradition, nature of the economy, demographics, etc. After-primary school further education is a highlight of the Hungarian school system, as it also defines the entire school career and future of the pupils. The choice between the three types of training, the secondary school, vocational academic school and standard vocational school, is backed by different strategies spanning the entire school career of the students, the educational qualifications being the goal. While choosing high school leads to a degree, the choice of vocational school is one of the fastest and easiest ways of the acquisition of qualifications. However, vocational secondary school also offers a chance to study in higher education (Hermann, 2005) In our study, we look at the evolution of secondary school types in light of policy changes from the 1940s to the present day.
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An International Comparison of Educational Systems: the Columbian, Iraqi and Kurdish cases
110-120Views:270As developing countries aim to improve their education to address the challenges of globalisation's economic and social demands, comparative education can provide references for reforms and changes. Through studying the educational systems of other countries, we can discover which reforms are possible and desirable. This article attempts to demonstrate some specific aspects of the educational systems of Columbia, Iraq and Iraqi Kurdistan and to compare them. It shows the decentralisation process and challenges of the systems. It also reveals the structure of education of the three systems and their differences related to duration and organisation of primary and secondary schools. Following that, the curriculum provision and their orientations are explained. Finally, the article also tries to find the differences in teacher training in terms of duration and training types, occurring before / during service. The obtained results show that the decentralisation process and its challenges are very similar in these educational systems while there are differences in the duration, structure, and curriculum subjects.
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Digital Creativity Development in an E-learning Environment – A 3D Design Project
49-54Views:207During the pandemic, arts disciplines had to seek new paths for creation to continue visual skills development outside the studio. ICTs offer a natural tool set for individual and collaborative work and sharing online. 3D design and the development of digital creativity can represent new directions for Hungarian art education and its major discipline called Visual Culture. With this tool, visual art education can proceed on the bumpy road to teach the visual language of the 21st century. Certainly, technological focus is not the only option for progress in art education. Nevertheless, if we look for possible directions for renewal, we cannot ignore the use of software products that support visual creativity,and are becoming more and more easily available, simpler and free of charge. This paper focuses on the pedagogical possibilities of 3D printing. We present an experimental program with secondary school students aged 16 years, that started and ended face-to-face and was partly realised online. As the project manifests a creative synergy of Visual Culture and Information Technology disciplines that may be of interest for art and ICT educators as well.
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Children’s Literature in Transcarpathian Schools for Teaching English as a Foreign Language
108-120Views:299Since the origins of formal foreign language teaching, literature has always played an important role. Currently, modern language teaching trends suggest starting foreign language learning as early as possible; thus, the use of children’s literature in foreign language teaching is undergoing a revolution. This situation encouraged us to examine the use of children’s literature and the attitude of foreign language teachers to it. This article focuses on primary and secondary school English language teachers in a western county of Ukraine (N = 118). The results of the qualitative research revealed that the teachers’ general attitude to the use of children’s literature is positive; they are aware of their advantages but still avoid using these materials. Most teachers do not apply children’s literature in their foreign language teaching because the school curriculum is too congested and fast-paced, they do not have access to appropriate authentic children’s literature, or they were not taught how to utilize authentic children’s literature during their university years. Results suggest that teachers should be encouraged to use children’s literature, though there is no universal solution. The first suggestion is for schools themselves to support teachers, but it would be a significant step forward if this approach were also to be taken in in-service training.
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Differences in Foreign Language Choice of Students from Different Social Backgrounds
78-86Views:186According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.
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Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers
93-100Views:314The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.
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Interrelations between Sport and Leisure Activities among High School Students
41-52Views:194Research on the education, upbringing and habits of high school students is extremely varied and diversified across all areas of education. In our case, we would like to investigate students’ sporting and leisure habits, as several studies have found possible breakpoints in students’ lifestyles during this period, which is particularly true for sporting habits. Our research focuses on the leisure habits of students learning in Nyíregyháza and Debrecen. We were looking for answers to the following questions: What is the most common form of leisure time activity among the students investigated? and, what social and sport-related variables are associated with differences in leisure time use? We conducted a questionnaire survey in secondary schools in the two cities (N=450) to answer our questions. The analyses showed that screentime activities continue to play a dominant role in the leisure time of the age group studied, followed only by activities that can be linked to active leisure.
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The interaction of meso and macro contexts with students’ careers. Three applied analysis
10-21Views:194This paper presents three applied analysis. Our principal interest is to understand how meso (university level) and macro (national level) contexts interact with micro phenomena such as students’ careers. To achieve this aim, the paper shows a secondary analysis of longitudinal administrative data by means of Sequence Analysis and Event History Models. Furthermore, it shows the results of an additional analysis using a quasi-experimental research on longitudinal data.
The paper examines typical pathways of Italian students, by means of administrative information’s on student enrollment from Sapienza University of Rome. The aim of this paper is triple: 1. describe students’ careers in higher education by building a typology of pathways using Sequence Analysis. 2. Identify how socio-economic and macro level characteristics affect students’ careers by multinomial logistic regression model where clusters are used as dependent variables and focus on the study of the “event” by using Event History analysis. 3. Evaluate the Italian Higher Education reform policies and their main outcomes throughout a quasi-experimental research.
Mainly, the outcomes show the importance of the warming-up period, the individual choice and the exogenous events after enrolment in determining the success/failure of each career. Our outcomes suggest that Italian universities should rethink the mechanisms available to manage failure and guide student choices.
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The Vehicle for Bringing Positive Education Into the English-As-A-Foreign-Language Classroom: Task-Based Language Teaching
80-89Views:137The purpose of this article is to provide an overview of the distinctive features of interventions, tasks, and exercises. It is intended to lay theoretical ground to a forthcoming dissertation which is based on action research using positive psychology-based tasks designed or adapted for the secondary English-as-aforeign-language classroom. Therefore, it is essential to first understand the theoretical underpinnings of task-based language teaching and define certain key concepts as well as find the features that distinguish interventions, tasks, and exercises from each other in the language learning classroom. Since literature sometimes refers to these concepts in an interchangeable manner (cf. Seligman et al., 2005; Seligman et al., 2009; Gregersen et al., 2014), an attempt will be made in this theoretical paper to compare them, and then to provide a framework for task descriptions to be used in the dissertation project which is intended to be convergent with current theory and practical enough for teachers.
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Criteria determining school choice among the ethnic minority high school students
17-25Views:186In our paper we sought for the answer to the question: based on which motives do students from various types of high schools (in our case, denominational or non- denominational school) make their choice of educational institution? The target group of our research consists of the 9th and 11th grade students of Harghita County’s denominational (Roman Catholic, Reformed, Unitarian) schools and the non-denominational ones added to them. All in all, eight high schools got into our sample. We conducted a survey by questionnaire, the sample including 1,064 people. We analyzed the decision criteria formed based on motives behind the decision (primary and secondary effects) on the one hand, and followed the decision making process on the other. The non-denominational sector is often chosen by the elite- and institution-oriented student group, who has great expectations of the institution, e.g. - top of the line standards of education, outstanding achievement indicators, prestige of the institution, local reputation. According to the clusters created from the motives, the value- and community-oriented student group, as well as the one following the orientation of the peer group, can be found in significantly higher proportion in denominational schools.
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Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions
48-55Views:242The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.