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• Labour Market Characteristics of Helping Professionals

  66-75

  Cintia Csók

  Views:

  245

  In Hungary, considerable efforts have been made in recent years to analyse the career paths of higher educational graduates, which have highlighted the need for field-specific and training-specific analysis. In this context, our research concentrates on a special training segment, focusing on the position of young professionals working in occupations helping the function of the society. Previous research focused only on the professionalization of the different occupations and the recruitment was examined from institutional and regional aspects. However, during the statistical analysis we examined the social recruitment base and the labour market situation of social pedagogy graduates in the Graduates 2012 (Frissdiplomások 2012) national database. The novelty of our work lies in the comparison of those who graduated in social work, pedagogy and andragogy in full-time programs. The most important result of our quantitative analysis is the statement that the differences in the composition of the group are strongly explained by the regional location of the institutions providing the training. In terms of horizontal and vertical congruence, the values of the humanities group are the most unfavourable.

• Students in Hungarian Higher Education and Their Perception of Dificulties During Their Studies

  101-113

  Anett Hrabéczy

  Views:

  281

  Our 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.