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THE ROLE OF SOCIO-ECONOMIC BACKGROUND VARIABLES IN NETFIT MEASUREMENT
33-44Views:222Assessment of physical indicators and motor skills is the Hungarian National Unified Student Fitness Test (hereinafter referred to as "NETFIT"), which was introduced in public education from the 2013/14 academic year, which aims to demonstrate the effects of everyday physical education on the fitness and physiological parameters of students. When showing the national results of the tests, it is also shown that the fitness condition is determined by the genetic conditions, the family background and the environment (Csányi et al., 2015, Csányi and Kaj 2017) so results can be interpreted in a common context of these factors. In our research, we aimed at examining NETFIT data from Budapest secondary school students, supplemented by family background surveys. During our research, we sought to find out how the fitness profile of boys studying at the Budapest Technical Vocational Training Center is based on the results of the NETFIT tests. What is the relationship between family background and NETFIT performance? Our survey was carried out at one of the largest schools of the Budapest Technical Vocational Training Center at the Technical Training Center in Újpesti Two Teaching Grammar School and Technical College of the Budapest Technical Vocational Training Center. A total of 342 pupils were included in the study, where a questionnaire of 35 questions was used to investigate the correlations of NETFIT results and socioeconomic background indicators. Numerous studies have shown that the more favorable SES students have generally more favorable fitness indicators (Jiménez-Pavon et al., 2010, Ortega et al., 2013, Vandendriessche et al., 2012). There is also a great deal of evidence that country-specific regional status indicators are higher in regions with more favorable SES (Charlton et al., 2014, Golle et al., 2014, Cleland et al., 2009, Welk, Saint-Maurice and Csányi, 2015). During our research, we found that students in need of development mostly come from small communities, with some 58.3% developing. These values differ significantly (khi = 218.6, df = 20, p = 0.000). The basic pillow of the lifestyle is the family (Field 2018), the habits of which shape the child's relationship with sports, and later it is very difficult to change them (Herpain et al., 2017, Herpainé 2018). The study showed that the father's sporting habits are decisive in the case of the examined boy's pupils, but the mother's sporting habit does not have the same effect on the sportsman's behavior. We propose to extend the NETFIT test bundle with the socioeconomic background examination of the examined person.
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CAREER PLANNING OF YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS
21-30Views:608The study analyzes the possibilities of career planning of young people with Special Educational Needs in Hungary. This topic seems to be especially relevant, as the process of transforming the vocational education system in Hungary (Vocational Education 4.0, 2020) makes it even clearer that the vocational school appears to be the most achievable secondary educational goal for certain groups of students with Special Educational Needs. Skill workers trained in vocational schools could appear in the labor market as potential employees, however, partly because obstacle-free and automatic employment do not always happen after leaving secondary school. Career planning is a possible solution to the problem outlined. The career planning can be supplemented and intertwisted with the preparation of the Individual Transition Plan for young people with Special Educational Needs. Therefore, the purpose of the present study is to
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INVESTIGATION OF FACTORS AFFECTING LIFELONG LEARNING FROM THE ASPECT OF THE IPOO MODEL IN A VOCATIONAL GRAMMAR SCHOOL
57-68Views:150Developing good views on lifelong learning should not only be one of the goals of all teachers but also national and international strategies. Experiences, how some of the students participating in the training do not see the importance of this in all respects. A study analyzing individual factors of lifelong learning from the student's point of view examined and evaluated the opinions of students of different age groups (Gőgh, 2018). One of the main goals of the study was to explore the factors that students face with regard to lifelong learning, those factors that are most likely to lose their pleasures from learning and which can motivate them. From the point of view of the IPOO learning model, the resulting responses and deductible consequences may also be more clearly illuminated, so it is worth examining them from this approach. The results of the study are from a questionnaire-based study (n = 378), which is representative of the institutions participating in the survey, the BGéSZC Kossuth Lajos Bilingual Vocational Secondary School of Technology. It is worth thinking about the honest responses of students because they can include consequences on the institutional level and in general, with which learning motivations and willingness to learn can also be influenced in a positive direction that is essential for lifelong learning.
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PETER PANS? - OR: IS THERE A KIND OF 'OPENING THE GATE' PANIC IN THE CASES OF YOUNGERS LEAVING VOCATIONAL TRAINING?
39-62Views:728The study examines the Peter Pan Syndrome and the Quarterlife Crisis, two well-known phenomena which occur among young adults finishing their vocational training.
The key questions are: Why do they happen? Why at this time? Do they really exist or are they just some types of avoidance strategies? What circumstances cause their emergence? Are there any age-related factors that may predispose their occurrence? Are there any gender differences in their appearance?
Answering these questions I have come to the conclusion that instead of the Peter Pan Syndrome what we face is rather a special state of crisis caused by the life cycle transition.
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THE SOCIO-DEMOGRAPHIC CHARACTERISTICS AND ACADEMIC PREPAREDNESS OF STEM STUDENTS IN HUNGARY
73-86Views:170Although the dropout behavior and labor market opportunities of STEM (Science, Technology, Engineering, and Mathematics) students and the masculinization of STEM fields are all well-researched topics in STEM research, there is a very limited body of literature focusing on the social background and academic preparedness of STEM applicants. Thus, in this research, we compared STEM and non-STEM students based on their type of settlement, type of secondary school program, the rate of students coming from a disadvantaged background, extra points given for academic accomplishments, and total application score. To identify variables that significantly predict getting admitted to a STEM field, we conducted binary logistic regression. During our research, we conducted the analysis using the 2017 Hungarian Admission Database. Our sample consisted of those who got admitted to a full-time BA/BSc or undivided course (N = 41324). According to our results, STEM students cannot be identified as a disadvantaged group either in terms of their social background or their lack of academic preparedness. According to the results of the binary logistic regression, the main predictors of getting admitted to a STEM field are gender (male), having a language certificate, and having a vocational training certificate. The main goal of our research was to explore whether the individual characteristics of STEM students can be the reason behind the high attrition rates specific to STEM fields. Since our results did not support this conclusion, we suppose to further investigate the role of institutional variables (such as climate, the selective approach of college teachers, and high academic expectations) in dropouts.