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• DEVELOPMENT OF THE SOCIAL COMPETENCE OF CHILDREN FROM AN UNDERPRIVILEGED BACKGROUND

  87-94

  Ágnes Bagány

  Lenke Major

  Josip Lepeš

  Views:

  254

  In September 2010, by the introduction of the educational reform in Serbia, namely the introduction of inclusion, the number of children from disadvantaged backgrounds and multiple disadvantaged backgrounds has significantly increased. From September 2013, the University of Novi Sad, Faculty of Education in Hungarian Language, Subotica and University of Szeged, Gyula Juhász Faculty of Education, Institute of Adult Education worked out a program, in which the students of these two Universities participated as mentors in the compensatory education of disadvantaged children. The purpose of the present study is to introduce the structure of the Student Mentoring Program that serves as an excellent example for other schools. According to in-service teachers, one of the long-term positive outcomes of the mentoring program is the development of the social competencies of disadvantaged children.

• ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK

  19-32

  Veronika Bocsi

  Zsuzsanna Csercsa

  Vanessza Csobay

  Kitti Karmacsi

  Edina Kreidl

  Ildikó Kőszegi

  Regina Pálfi

  Views:

  120

  The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings.  Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.