Roma women in Montenegro stand at the crossroads of tradition and social transformation, reflecting both the resilience and structural challenges faced by their communities. This paper examines the evolving role of Roma women in contemporary Montenegrin society, with particular attention to the persistence of early and underage marriage and its impact on girls’ education, autonomy, and social participation. Using a sociological analytical approach based on existing literature, policy documents, and reports from organisations such as UNICEF, UNDP, and the European Roma Rights Centre, the study explores how cultural norms, poverty, and gender inequality interact to shape the life opportunities of Roma girls. At the same time, the paper highlights the growing role of Roma women’s activism and community initiatives in challenging restrictive norms and promoting education and empowerment. The findings suggest that Roma women are not only affected by social exclusion but are increasingly emerging as important agents of social change and integration within Montenegrin society.

We can state that Hungarian minority education has a tradition of several centuries. However, this proud statement is certainly shaded by some historical periods of minority policy and minority education policy, when, in contrast to the current liberal regulation, this area was intended to serve ideological and national political interests. Let us think of education policy of the turn of the 19th and 20th centuries serving the strenghtening of hungarian national identity, as the same in the period between the two World Wars, or the minority interest representation subordinated to the internationalist friendship policy of the socialist decades. Our doubts increase if we take a closer look at the educational rights related to the Roma population, because in this case, only the times after the change of regime bring the same - at least legally identical - opportunities in the field of cultural autonomy, providing the same legal framework as in the case of other officially recognized minorities, and unfortunately maintaining the same real difference in real opportunities that has always put this minority group at a disadvantage.

Both domestic and international research shows that children belonging to minority groups are represented in child welfare institutions at a higher rate relative to their population size (Neményi-Messing, 2007; Darvas et al., 2016; Drake et al., 2009; Cénat et al., 2021). In this study, we present research conducted with foster parents, the aim of which is to explore how foster parents view the issues surrounding the upbringing of Roma children and their own role in this process. We conducted semi-structured interviews with 41 foster parents. The majority of children raised in the foster families surveyed
are Roma; we found only four families that did not have Roma children placed with them. Based on the responses, it can be concluded that the majority of the foster parents surveyed accept Roma children with reservations, a fact attributable to social prejudices. Foster parents see no difference in raising Roma and non-Roma children, but they have little knowledge of their family backgrounds and the customs of Roma families.

This paper examines Roma pupil segregation in the Czech Republic and explores why desegregation appears to succeed in some localities but not in others. Using a document-based realist evaluation, the study develops and refines context-mechanism-outcome (CMO) configurations for the city of Krnov, where a segregated primary school was closed in 2008 and Roma pupils were redistributed across the remaining schools. Drawing on publicly available policy analyses, reports, and media accounts, the paper identifies four linked mechanisms: dispersal that reduces school stigma, active municipal stewardship, a support infrastructure including tutoring and multi-agency cooperation, and school leadership that helps stabilise implementation. Secondary indicators suggest better-than-expected outcomes, including lower non-completion of primary education. The findings do not constitute causal proof, but they offer transferable principles and a “transfer test” for municipalities planning desegregation under different local conditions.

This article examines the governance of Roma school segregation in Romania as a national case situated within broader Central and Eastern European debates, arguing that legal prohibition alone does not ensure effective desegregation. Although the normative framework has expanded, segregation persists through administrative opacity, weak institutional capacity, and intra-school reconfiguration. The study conceptualizes segregation as a governance problem sustained by the interaction of ethnicity, poverty, and selective policy implementation.

The study aims to examine perspectives of students in Roma Student Societies in Hungary about their present and future, emphasizing their experiences of social mobility and social responsibility. Complex data collection was applied between 2022 and 2024, involving students within the Roma Student Society Network. The study focuses on the responses of university students who identify as Roma (n=108) and presents a qualitative and descriptive statistical analysis of two open-ended questions. Based on the results, Roma student societies are supportive communities, which besides individual resources and family background, play a prominent role in navigating the challenges associated with upward social mobility. Regarding their future aspirations, family and work play a dominant role, while the intention to help others is also present considerably. These results suggest that Roma student societies support individual academic progress, also contribute to individual mobility, the development of future-oriented attitudes and social responsibility. The study provides contribution to a deeper understanding of Roma youth’s participation in higher education and their social engagement.

The aim of this study is to examine pragmatic awareness among elementary school children with typical developmental characteristics in a mainstream school and those with learning disabilities in a special school. Our goal is to gain insight into children’s language development and linguistic awareness, to observe their age-appropriate linguistic abilities, and to examine their role in social communication in various situations. A significant proportion of students with learning disabilities come from disadvantaged families and enter school with a language deficit. These students’ language and communication development often differs from that of their typically developing peers, affecting both their academic performance and their learning opportunities. Our study of students with learning disabilities shows that their language awareness does not change significantly after entering school; their language awareness is delayed, making reading and written instructions more difficult for them. This research contributes to understanding students’ language development and the provision of appropriate pedagogical support.

The study provides an empirical analysis of the structural characteristics, capacity, and output performance of doctoral education in Hungary for the period between 2021 and 2025, based on the database of the National Doctoral Council and a comprehensive examination of 169 active doctoral schools. The results indicate that the system is highly concentrated and structurally heterogeneous, with output expansion occurring primarily in disciplines that already possess relatively large capacities. The relationship between capacity and performance is positive but non-linear, suggesting that resources alone do not determine the effectiveness of doctoral education. The findings also reveal that different levels of output performance can be observed even under similar capacity conditions, highlighting the importance of institutional and disciplinary characteristics in shaping doctoral education outcomes. The study contributes to a system-level understanding of doctoral education by demonstrating that performance is shaped by the interaction of disciplinary and institutional factors.

Digitalization processes, which now seem like a given, and the emergence of artificial intelligence which has been gaining ground since 2022 are becoming increasingly commonplace in vocational education as well. Vocational education, as it has in the past, has opened a potential gateway for individuals to enter the labor market early. By the end of the 20th century, virtually every profession had adopted the opportunities offered by digitalization, either partially or fully. Artificial intelligence, which is gaining ground, is being integrated step by step into the public education and vocational training systems due to the specific nature of individual professions. The rapid development of digitalization and, later, artificial intelligence has induced structural transformations in the labor market and, at the same time, necessitated changes in educational systems. Fundamental didactic concepts have been reinterpreted; whether theoretical or practical, transversal skills are increasingly valued. Labor market expectations today still require unique learning pathways that must also meet international standards. The role of vocational education now extends far beyond its traditional functions, serving as a potential pathway to higher education. The aim of this study is to analyze how technology-based vocational training models contribute to preparing students for higher education, with a particular focus on the competency requirements generated by digital transformation and AI.

According to epidemiological data, nearly one in ten children worldwide is born preterm. Owing to its high prevalence (8-9%), preterm birth constitutes a significant public health concern in Hungary as well. Based on the current literature and the presented case vignette, children born preterm are at increased risk for sensory processing difficulties and sensory integration dysfunction, commonly referred to as Sensory Processing Disorder (SPD). Therefore, routine screening for sensory processing difficulties is recommended in the case of preterm-born children, and early intervention should be initiated when indicated. Ayres Sensory Integration® (ASI) therapy may be considered as an evidence-informed intervention when clinically appropriate. It is essential that professionals (e.g., pediatricians, health visitors, teachers) as well as parents are informed about the potential association between prematurity and sensory processing difficulties. Furthermore, the provision of sensory-supportive or sensory-friendly environments at home, in kindergartens, and in schools is recommended to promote optimal developmental and educational outcomes for children born preterm.

This case study examines the inpatient discharge process at a private hospital in Bogor, West Java, Indonesia, within a patient-centered public service framework. In 2023, the average discharge time for insured patients was 4 hours and 21 minutes, exceeding the national standard set by the Ministry of Health. A mixed-method, sequential exploratory design was applied, involving 24 inpatients covered by Third-Party Administrators (TPAs). Data were collected through interviews, document analysis, and statistical testing. The analysis revealed that 79% of total discharge time consisted of non-value-adding activities, including delays, duplication, and fragmented interdepartmental coordination. Following Lean-based process redesign, the average discharge time decreased to 2 hours and 8 minutes (p < 0.001), accompanied by improved patient satisfaction and perceived service quality. The findings suggest that integrated workflow management is essential for strengthening responsiveness, institutional legitimacy, and patient-centered healthcare governance.

Organ donation in South Africa is limited, leading to organ shortages. This scoping review collates recommendations addressing culture and religion as organ donation barriers. Culture and religion are cited barriers to organ donor registration and may explain individuals’ desire to donate but reluctance to register as a donor. Studies focusing on South Africans offering culturally and religiously relevant strategies were included. Experimental, observational, qualitative and review studies about organ donation in South Africa were included. Non-scientific sources were excluded. Scopus, SciELO, PubMED, Sabinet, Google and Google Scholar were searched up to January 2026. 28 articles (1990 to 2022) were selected. Thematic analysis identified recommendations and recurring themes. Recommendations varied by religion: ancestral appeasement for African communities, mosque-based education for Muslims, biblical emphasis for Christians and karma/generosity for Hindus and Buddhists. Themes included family-centred approaches, education on brain death, engaging religious leaders and integrating donation into school curricula. Donation education in schools can foster generational attitude shifts.

.