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EDUCATION FOR MULTIPLE DISADVANTAGED STUDENTS IN ISRAEL
31-40Views:324Because of the three religions are involved in the social life in Israel, not only the society and everyday life are very complex, but its educational system as well. The religious, political, cultural, and economic diversity of society has left a strong impression on education, including the educational provision of minority students. The topic of the writing is the education in Israel, including the most disadvantaged group, the past of the Bedouin pupils and their current situation. Nowadays, Bedouins make up one-third of the Negev population (210,000 people) who have been constantly turning from semi-nomadic lifestyles into living in the past decades. About 90,000 people live in unknown villages and camps, which in itself poses serious difficulties for Israeli education policy. The article gives an overview of the changes in Bedouin's social situation in the past 60-70 years, the circumstances of the first school, the effectiveness of the Bedouin pupils, their opportunities for further education, and its characteristics. In order to understand the functioning of the education system, it is essential to know about teacher training and the characteristics of the teachers who work in Bedouin schools.
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Perceptions of University Students on the Role of Roma Student Societies in Higher Education
97-114Views:196As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.