Journal articles on the topic 'Social work education Hungary'
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Török, Péter, and Yossi Korazim-Kőrösy. "Interdisciplinarity in social work education and training in Hungary." International Social Work 55, no. 2 (December 12, 2011): 185–204. http://dx.doi.org/10.1177/0020872811427717.
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Budai, István. "Country Notes. Hungary. Some relations between social work education and the societal background in Hungary." European Journal of Social Work 5, no. 3 (November 2002): 321–23. http://dx.doi.org/10.1080/714053164.
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Kateřina, Glumbíková, Petrucijová Jelena, Kantowicz Ewa, Kamińska-Jatczak Izabela, Slaná Miriam, Molnárová Letovancová Katarina, Fehér Boróka, Vályi Réka, Małgorzata Ciczkowska-Giedziun, and Magdalena Zmysłowska. "Values Building in Social Work Education in Visegrad Countries: Integrated Approach." Sustainability 13, no. 9 (May 7, 2021): 5222. http://dx.doi.org/10.3390/su13095222.
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Many key aspects of social work education are not sufficiently researched, and our knowledge of how students build values in social work education, despite its importance for creating concepts about values and their application in practice, is underexplored. The research aims to evaluate the perspective of social work students in the process of values building in social work education in Visegrad countries (V4 countries: Czech Republic (CZ), Hungary (HU), Poland (PL), and Slovakia (SK)) and to determine the implementation for achieving and strengthening an integrated approach in this process. The research was carried out using a qualitative research strategy interviewing 86 students from 10 universities in V4 countries. The research results show that the V4 countries share some common threats to values building in social work education: contextual threats such as an increasing impact of neoliberalism and internal threats, such as a non-existent systemic concept of values building education.
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Pusztai, Gabriella, and Cintia Csók. "Ambivalence of Professional Socialization in Social and Educational Professions." Social Sciences 9, no. 8 (August 17, 2020): 147. http://dx.doi.org/10.3390/socsci9080147.
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The factors that promote successful professional socialization have become a primary focus of study through the expansion of higher education. The structural changes in the labor market of post-socialist countries such as Hungary over the last three decades have presented a challenge to the training areas of social and educational professions. In Hungary, these professions are not very attractive, the degrees have a low profitability, and the working people already face great challenges when looking for a job. Our research question is whether the traditionally theoretical character of higher education is able to keep up with the dynamic changes in the reality of the labor market. By interviewing 20 professionals about their professional experience and career plans, we tried to answer the questions about the low attractiveness and low retention rate of these professions. We compared the careers of bachelor’s graduates with degrees in social work, youth work, and education. The qualitative analysis showed that professionals whose training included more field exercises and supervision were more successful. They had increased their professional and social capital, and these helped them to integrate into the labor market.
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Noelke, Clemens, and Daniel Horn. "Social Transformation and the Transition from Vocational Education to Work in Hungary: A Differences-in-differences Approach." European Sociological Review 30, no. 4 (March 28, 2014): 431–43. http://dx.doi.org/10.1093/esr/jcu048.
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Berei, Emese Beáta. "The Social Responsibility among Higher Education Students." Education Sciences 10, no. 3 (March 9, 2020): 66. http://dx.doi.org/10.3390/educsci10030066.
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The aim of this research is to emphasize the importance of education for the philanthropic responsibilities of students. The basic term of the explanatory research is corporate social responsibility, adapted for higher education institutions—the philanthropic responsibilities of students, their implication on charity organization memberships or volunteering activities, and their motivation to help others. Special attention was given to the following questions: Are students involved in charity organization activities or voluntary work? Are there any differences between state and private universities regarding the philanthropic activities of students? How frequently, where, and why are they involved in volunteering? What is the latent structure of students‘ motivations? The quantitative international survey dates were collected by the Centre for Higher Education Research and Development from Debrecen University, Hungary, and the present examination focuses on the sample from Romania. Using Statistical Package for the Social Sciences (SPSS) statistical software, first, through a longitudinal perspective, Romanian students’ implications from state and private institutions were compared. Second, the paper analyzes the characteristics of volunteering and student’s motivations. The conclusions present significant differences between state and private institutions. Students traditional motivations, i.e., to help others, were very common and connected with relational and self-development intentions. This mixed motivational factor was different from the global motivational factor (to learn new languages and to discover new cultures).
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Parti, Katalin, Tibor Kiss, and Gergely Koplányi. "Architecture of aggression in cyberspace. Testing cyber aggression in young adults in Hungary." International Journal of Cybersecurity Intelligence and Cybercrime 1, no. 1 (August 15, 2018): 56–68. http://dx.doi.org/10.52306/01010618qosg3191.
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In order to test whether and how violence is exacerbated in online social networking sites, we utilized the BryantSmith Aggression Scale (Bryant & Smith, 2001), and included examples in the questionnaire offering solutions for 7 different hypothetical cases occurring online (Kiss, 2017). The questionnaire was sent to social work and law school students in Hungary. Prevalence and levels of aggression and its manifestation as violence online proved to be not more severe than in offline social relations. Law students were more aware than students of social work that online hostile acts are discrediting. Students of social work were significantly more prone to break into physical fights than were law students and higher level of aggression was observed in their online behavior as well. Those who spend more time online tend to be more active online and bear a significantly higher level of aggression compared to those who are less active online. To conclude, higher education has a significant role in establishing control. This is especially crucial with law students who might have to work closely with the police and local residents aiming to establish peaceful communication, problem solving, and cooperative solutions in grassroots community policing programs.
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Berényi, László, Bernadett Szolnoki, Lehel Zoltán Györfy, and Nikolett Deutsch. "Perception of Computer Work Health Impact among Higher Education Students." Periodica Polytechnica Social and Management Sciences 29, no. 1 (October 16, 2020): 92–103. http://dx.doi.org/10.3311/ppso.15671.
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Beyond professional and IT competencies, sufficient computer work requires adequate workplace design. Applying ergonomic aspects in design and utilization aims to establish and maintain the man-machine system while considering long term impacts. However, the human body is quite adaptive to health-disadvantaged work postures, and it may be adversely affected, which leads to a decrease in work performance as well. This study investigates the relationship between computer use habits, workplace design, work environment, and perceived health impacts among higher education students. The study aims to find the critical factors of computer work for establishing ergonomic development actions. The results are based on the responses of 711 business students from various higher education institutions in Hungary, using a voluntary online survey. Cross-tabulation, ANOVA, and correlation analyses could show that exposition to the risk by workload and wrong workplace selection go together with more health problems. The results show that portable computers are preferred, sitting posture is usually wrongly chosen, tiredness in the upper body is common, but students rated their workplace design rather good. The main experience of the study is that targeted actions are required for protecting the health and improve efficiency in performing computer activities.
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Homoki, Andrea, and Kristóf Czinderi. "Kindergarten and School Social Assistance During the COVID-19 Pandemic in Hungary." Papers in Arts and Humanities 1, no. 2 (December 9, 2021): 1–17. http://dx.doi.org/10.52885/pah.v1i2.62.
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In this paper, we have analyzed the results obtained in the third year of our longitudinal research (2018–2020) regarding the work of kindergarten and school social workers, research conducted in connection with the Hungarian Educational Research Association. The service provided by kindergarten and school social workers was made generally available in Hungary by a legislation change implemented in 2018. By the end of the school year 2018/2019, after initial difficulties, we noticed a positive change in the supportive attitude and acceptance of teachers and public educational institutions towards the work of kindergarten and school social workers. We confirmed an increase in connections to fellow professions as well as in the level of mutual initiative (Homoki & Czinderi, 2020). The continuous development of the service and the reinforcement of professionals is essential as there is a high degree of fluctuation at the national level (Sinka, 2019), even more increased by the effects of the COVID-19 pandemic, posing unprecedented challenges for actors in public educational institutions. Based on our qualitative data obtained by a focus group interview, we have shown how social workers in different types of settlements and educational institutions of the country (N = 13) were ableto adapt to the crisis. What was the degree of fluctuation? What kind of challenges did they face, and what types of resources were they able to mobilize during the online education in the first and second waves of the pandemic? Our data show a shift in priorities at the individual, group, and community levels of social work.
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Váradi, Judit. "Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia." Život i škola 64, no. 2 (2018): 67–76. http://dx.doi.org/10.32903/zs.64.2.5.
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The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.
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Bucea-Manea-Țoniş, Rocsana, Radu Bucea-Manea-Țoniş, Violeta Elena Simion, Dragan Ilic, Cezar Braicu, and Natalia Manea. "Sustainability in Higher Education: The Relationship between Work-Life Balance and XR E-Learning Facilities." Sustainability 12, no. 14 (July 21, 2020): 5872. http://dx.doi.org/10.3390/su12145872.
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Nowadays, collaborative learning is proving to offer solutions to new inclusivity research challenges, and most importantly, can help ensure sustainable education. Collaborative learning can strengthen positive attitudes towards learning, improve performance in academic results, and enhance self-esteem, by promoting interaction and mutual support among young people. Extended reality (XR), associated with collaborative learning, offers a further advantage by facilitating deep comprehensive learning. An online survey was conducted to investigate respondents’ views on the impact and influence of virtual technologies on work, study, and social life. Respondents (n = 1032) were recruited from Serbia, Romania, and Hungary, from five public and private universities. The study reveals students’ perceptions of e-learning and XR immersion. The data were analyzed by using a combination of descriptive techniques from PSPP (GNU open source SPSS—Statistical Package for the Social Sciences, Free Software Foundation, Boston, MA, USA), and by designing a regression model to evaluate the work-life balance. This regression model shows that the work-life balance is positively influenced by the inclusion of XR facilities in the e-learning process, along with an increased level of culture and living standard. The higher living standard of a student is associated with higher digital competence and more financial resources available to invest in technology.
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Róbert, Péter, Nikolett Geszler, and Beáta Nagy. "Parental influence on subjective child well-being in Hungary." Intersections 8, no. 2 (July 30, 2022): 156–74. http://dx.doi.org/10.17356/ieejsp.v8i2.837.
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The paper extends the scope of social mobility research to family processes and family cohesion. The analysis aims to detect how various objective and subjective parental features influence subjective well-being (SWB) of adolescents in a dataset of 852 Hungarian families with 12–16-year-old children. SWB was operationalized by 14 comparable items on satisfaction with different domains of life, for both generations. The dependent variable is an aggregate SWB index, based on adolescents’ evaluations and OLS regression method is applied to uncover the association between parental well-being and children’s satisfaction. For a better understanding of this intergenerational process, we also control for parental education and material situation. The statistical model reflects gender, age and regional variation, as well. Results reveal a strong relationship between children’s and parents’ subjective well-being. Parental satisfaction with life and family- and work relations particularly affect offspring’s aggregate well-being. Material situation in the family matters more than parental education in the whole process. There is more variation in the results by the age of the adolescents than by gender. Findings reflect the importance of familial aspects and call attention to the relevance of soft, less intentional forms of status transmission.
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Markos, Valéria, Zsófia Kocsis, and Ágnes Réka Dusa. "Different Forms of Civil Activity and Employment in Hungary and Abroad, and the Development of Student Drop-out." Central European Journal of Educational Research 1, no. 1 (October 1, 2019): 41–54. http://dx.doi.org/10.37441/cejer/2019/1/1/3342.
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Young people involved in higher education have created a specific culture, to which, in addition to their studies, social and cultural activities associated with university life are also related (Kozma, 2006). Among these activities, student employment and participation in civic organizations should be highlighted. Voluntary and paid work among higher education students is increasing. These activities have several advantages in terms of future benefits; however, the attracting role of the labour market is one possible reason for dropout. In our current research, we emphasize the role of employment and civil activity in the development of student dropout. Masevičiūtė et al. (2018) found that a quarter of students stopped studying for work-related reasons. In addition, a negative perception of the marketability of the course they are on may lead to the interruption of university studies. In our study, we analysed the extent to which students are willing to interrupt their higher education studies in exchange for voluntary work. In our current research, we examined how often and for what reasons students who dropped out did paid work and volunteering during their studies.
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Pusztai, Gabriella, and Zsófia Kocsis. "Combining and Balancing Work and Study on the Eastern Border of Europe." Social Sciences 8, no. 6 (June 19, 2019): 193. http://dx.doi.org/10.3390/socsci8060193.
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There is a vast amount of research in many countries on what motivates full-time students to enter the labor market, and how this affects their future employment, but these phenomena are hardly ever examined from the perspective of university faculties or student job centers, i.e., the other two parties involved. The novelty of this research is that we took into account students’, faculty members’ and student job centers’ perspectives. This article reports on a study that investigated the social and organizational factors of student employment in Hungary. Fieldwork in 16 student job centers and a content analysis of 23 interviews with students and 7 interviews with faculty members were conducted. The qualitative data collected provides detailed information on how students find jobs and combine work with study. According to student perceptions, term-time work contributes to their employability. This study has also identified factors that might lead to an increased dropout rate. Furthermore, research results suggest that the conservative structure of higher education is incapable of reacting to new social challenges.
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Oravecz, Adrienn. "ASCEND PROJECT: THE HUNGARIAN RESARCH REPORT OF AN INTERNATIONAL EXAMINATION." Különleges Bánásmód - Interdiszciplináris folyóirat 8, no. 4 (December 27, 2022): 43–52. http://dx.doi.org/10.18458/kb.2022.4.43.
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Our experience was that the social participation and active citizenship of young people with disabilities were low in Hungary. It was difficult to involve young people with disabilities in advocacy work at the national or EU level, because they did not recognize discrimination. The other problem was that they were not aware enough of the anti-discrimination systems that protect them. In many cases, they were skeptical about the effectiveness of anti-discrimination systems. We wished to explore and expand their knowledge of the democratic and anti-discrimination systems operating in their country (Hungary, Romania, Bulgaria, Czech Republic, and Slovakia) Central and Eastern Europe. We also wanted to increase their trust in these systems. This was one of the main pillars of the one-year Ascend program locally lead by The National Federation of Organisations of People with a Physical Disability (in short: MEOSZ) In Hungary, the main goal of the study was to examine the phenomenon of discrimination and anti-discrimination in education. In the Hungarian part of the research, we used qualitative methods (focus group interviews, mind maps) for examination.
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Leković, Bojan, Ozren Uzelac, Tibor Fazekaš, Aleksandra Marcikić Horvat, and Petar Vrgović. "Determinants of Social Entrepreneurs in Southeast Europe: GEM Data Analysis." Sustainability 13, no. 20 (October 18, 2021): 11513. http://dx.doi.org/10.3390/su132011513.
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With this paper, we aim to examine the relationship between cognitive, social, and demographical factors, as well as national culture and its relationship with social entrepreneurial activity in Southeast Europe (SEE). The empirical research employs a binary logistic regression model, utilizing data obtained from the Global Entrepreneurship Monitor. For the purpose of the empirical research, we selected a sample of early-stage entrepreneurs who founded their businesses in Hungary, Romania, Slovenia, Croatia, or North Macedonia. The research sample in these five countries includes 10,012 examinees, of which 615 are social entrepreneurs. A statistically significant relationship was identified between observed phenomena in terms of entrepreneurial networking, risk aversion, individualism, entrepreneurial social image, media impact, gender, work status, and education. The results can be explained by the specific entrepreneurial context of the SEE region. We also point out recommendations for future research.
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Bowes, Jennifer M., Constance Flanagan, and Alan J. Taylor. "Adolescents’ ideas about individual and social responsibility in relation to children’s household work: Some international comparisons." International Journal of Behavioral Development 25, no. 1 (January 2001): 60–68. http://dx.doi.org/10.1080/01650250042000032.
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Cultural values of individual and social responsibility were investigated through adolescents’ ideas about children’s household work. A total of 4627 adolescents from six countries completed questionnaire items about the age children should begin chores, the value of children’s participation, and the appropriateness of payment. Differences were found between countries for all questions but notably for the question of payment. Adolescents in the USA, Australia, and Sweden were more likely to support a general payment associated with children’s household work, whereas adolescents in Bulgaria, the Czech Republic and Hungary were more likely to oppose payment. All differences interacted with type of task (self-care and family-care), corresponding to a relative emphasis on individual and social responsibility.
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Glasser, Irene. "Techniques for Teaching Anthropology to Social Work Students." Practicing Anthropology 11, no. 3 (July 1, 1989): 5–10. http://dx.doi.org/10.17730/praa.11.3.j8146g267g3048h1.
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Social work students come to their education expressing the desire to "do good and help people." Often they have chosen their undergraduate major in social work despite the objections and cynicism of family and friends. After teaching undergraduate social work since 1972, I have come to see my students as generally courageous people who are willing, after relatively little education, to tackle some of the most pressing contemporary issues, including child abuse, the impact of crime, addictions, poverty, homelessness, and hunger. For the past nine years, I have tried to enhance my students' abilities to be effective by introducing an anthropological perspective within the social work courses. I help them discover their clients' world view by reading and utilizing ethnographic field methods. I teach them some beginning evaluation techniques so that they can critique the effectiveness of the social agencies and social policies with which they work. Perhaps most importantly, my own direct practice methods have shifted toward using ethnographic methods to understand the person with whom I am working in the field. Social work professors, like anthropologists, tend to give numerous examples from the field which appear to have a tremendous influence on the way students come to understand the discipline.
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Sribnyak, Ihor. "EDUCATIONAL MOVEMENT IN THE CAMP OF UKRAINIAN PRISONERS OF WAR FREISTADT, AUSTRIA-HUNGARY, 1915-1917." Educological discourse 37, no. 2 (2022): 29–54. http://dx.doi.org/10.28925/2312-5829.2022.23.
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The article reveals the peculiarities of the development of the educational movement in the camp of captured Ukrainian soldiers Freistadt (Austria-Hungary) in 1915-1917. It was established that despite all the initial difficulties (due to the opposition of the Black Hundreds) due to the systematic work of members of the Education Department, the Education Section Social and educational circle, the Society «Prosvita» M. Drahomanov during 1915-1917 it became possible to organize the teaching of a fairly wide range of courses and literacy schools (for the illiterate). The decisive role in the organization of educational life was initially played by the Union for the Liberation of Ukraine Educational Department, which included Ukrainian public figures, educators, cooperators with university or high school education, who had developed a national worldview. Through their efforts, the Ukrainian camp organization in Freistadt created appropriate structures from among the prisoners (educational section and the Enlightenment Society), which over time took over the main burden of educational work. Its content differed significantly – if at first the emphasis was on general education courses (so as not to provoke criticism of «politics» from prisoners), then within a year educational institutions paid more and more attention to Ukrainian studies (history of Ukraine, Ukrainian language and history of Ukrainian literature). At the same time, a large number of training hours were devoted to the elimination of illiteracy among prisoners. For many prisoners, education became the meaning of their camp life, and at the same time their national awareness took place, when they – sometimes even unnoticed – began to worry about the problems of Ukraine's self-affirmation in political terms and became adherents of its independence. Thus, on the one hand, educational organizations purposefully prepared prisoners for the future of civilian life in the homeland, and on the other - to educate them conscious and loyal citizens of free Ukraine.
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Tomé, Eduardo, and Katarzyna Tracz-Krupa. "The European social fund in the Visegrad countries in the 2007-2013 programming phase." European Journal of Training and Development 43, no. 7/8 (September 2, 2019): 736–51. http://dx.doi.org/10.1108/ejtd-06-2018-0053.
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Purpose The purpose of this paper is to define the impact of the investment in training in education by the European Social Fund (ESF) in four Eastern countries, namely, Poland, Hungary, Czech Republic and Hungary. Those countries have some political, cultural, social and economic similarities and share some common ground in the human resource development (HRD) sectors. Design/methodology/approach The authors use the human capital theory with some extensions to analyze the context, operations and impacts of the ESF in the Visegrad four (V4) countries between 2007 and 2013. The authors use three levels of methodology to access each one of those problems. Findings The authors conclude that the ESF helped building the vocational training system in those countries, and to help them get near the equilibrium of high skills of the V4 Western European neighbors, and therefore, this one was a success story. However, quality issues remain to be addressed that may hinder the continuation of the success in the future. Research limitations/implications The research could be enlarged in time and space and deepened in terms of methodology. This is one a first clarifying step. Theoretical work should become aware of the dichotomy between absorption and scientific logic. Practical implications Detailed and precise evaluation practices must be implemented to guide and assess the policy. Social implications Precisely because funds are scarce this paper enlights the dilemma and the tension between quantity and quality in the European HRD policy, this is an important social problem. Originality/value The study is original because even if the HRD in those countries had already been studied (Sheehan and Buchelt, 2016), no study analyzing specifically the ESF in those countries has been carried out so far. The authors use an innovative methodology and address questions on context, operations and impact, which are also innovative and very relevant.
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KOCSIS, Zsófia. "Features of Student Employment in the Hungarian-Romanian Cross Border Area." Acta Didactica Napocensia 14, no. 1 (July 2021): 188–202. http://dx.doi.org/10.24193/adn.14.1.16.
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Abstract: The aim of the research is to examine student employment, which plays an important role in the lives of university students. According to previous research results, paid work is characterized by an increasing tendency, with occasional and holiday work being characteristic of students, as well as regular work during the semester too. Current research focuses on the characteristics of gainful employment in the Hungarian-Romanian border region. The database PERSIST 2019 (N = 2199) was used, the research took place in higher education institutions in the eastern region of Hungary and in higher education institutions bordering the country. We investigate the differences between the demographic, social and institutional backgrounds of working students. We also analyze the relationships between effectiveness, engagement and student employment. According to our results there are differences between the institutions both in the frequency of employment and in the horizontal fit of work. Hungarian students take up work more often than Romanian students, but study-related work is more typical for Romanian students. However, paid work does not hinder the academic performance of the students and the building of relationships within the institution, it even has a positive impact on the students' university career.
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Kovács, Ábrahám. "British Evangelicals and German Pietists Promoting Revival through the Work of the Bible and Tract Societies in Hungary." Scottish Church History 49, no. 2 (October 2020): 100–122. http://dx.doi.org/10.3366/sch.2020.0031.
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This article demonstrates how British evangelicals, German pietists, and Hungarian Protestants sought to ‘educate’ the masses outside the educational framework of ecclesiastical and state structures within the Hungarian Kingdom in the nineteenth century. More specifically the study intends to offer a concise overview of the history of Protestants who spread the gospel through the distribution of affordable Bibles, New Testaments and Christian tracts. It shows how various denominations worked together and directs attention to their theological outlook which transcended ethnic boundaries. It is a well-known fact in mission and church history that such undertakings were carried out to stir revivalism. The study also throws light on the influential role the Scottish Mission, as well as Archduchess Maria Dorothea, played in stirring revivalism through the aforementioned means. The history of these endeavours, especially those of the British and Foreign Bible Society and Religious Tract Society, has not been treated adequately by intellectual historians, social historians or historians of religion and education. This account adds to scholarly understanding of the multi-ethnic and trans-denominational work of international Protestantism in Central Europe.
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Pusztai, Gabriella, Hajnalka Fényes, and Klára Kovács. "Factors Influencing the Chance of Dropout or Being at Risk of Dropout in Higher Education." Education Sciences 12, no. 11 (November 11, 2022): 804. http://dx.doi.org/10.3390/educsci12110804.
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The purpose of this paper is to establish what sociodemographic and institutional factors cause students to drop out, become uncertain about their intentions to obtain a degree, or confidently advance towards the fulfilment of their ambitions. Our analysis is based on the combined databases of large-sample questionnaire surveys carried out among former students who dropped out from higher education institutions in an eastern region of Hungary as well as those carried out among current students. In addition to bivariate methods, we conduct multinomial logistic regression analysis to explore how students’ gender, social background, the funding of their training, willingness to do paid work alongside their studies, and relationships with academic staff and fellow students affect the chance of dropout, the risk of dropout, and persistence. In contrast to previous studies, which have mostly identified those at risk of dropping out of higher education and have primarily focused on the deficiencies of institutional integration, our novel results show that the actual dropout rate is at least as influenced by students’ unfavourable social background as it is by institutional factors.
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Csók, Cintia, Anett Hrabéczy, and Dóra Katalin Németh. "Focus on the dropout students’ secondary school experience and career orientation." Hungarian Educational Research Journal 9, no. 4 (December 2019): 708–20. http://dx.doi.org/10.1556/063.9.2019.4.57.
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We examined the characteristics of the respondents before entering higher education along with the clusters. We have discovered the characteristics of secondary school studies and further education, the circumstances for applying for higher education. During the analysis of secondary school studies, we took into account the type of class they studied in high school (in Hungary, they can study in high school, vocational high school, and secondary school), and how many times they changed school. In addition, we compared the results based on school maintainers. There is a significant correlation between the reasons for high-school experience and the dropout rate. In terms of cluster-based differences, it should be emphasized that the expectation of social mobility was overrepresented among the dropouts due to financial reasons and work, but it was also an important aspect that they did not have to pay a fee in the program where they studied. In addition, in the case of those who were disappointed in training and further education, it was most common to apply to the university because they did not want to work and could afford it. Our results can help to develop more effective dropout protection for students entering higher education, both in public and higher education institutions and career orientation.
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Hornyák, Ágnes, and Gabriella Pusztai. "Social and cultural impacts of becoming an innovative teacher." PedActa 12, no. 1 (August 31, 2022): 27–38. http://dx.doi.org/10.24193/pedacta.12.1.4.
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Due to the socio-economic challenges of the 21st century, a significant role is assigned to innovative teachers. Our research aims to explore the cultural and social factors that support teachers to become innovative. Between 2010 and 2015, teachers in Hungary had the opportunity to formally register their pedagogical innovations. In our interview study-based, we examined the personal and professional life paths of 12 teachers who had formally registered their innovation and compared them with the life paths of 12 teachers who had taught in the same school but had not registered their innovation. The sample was selected from schools in two disadvantaged regions, in equal proportions by county and by type of school. The semi-structured teacher interview transcripts were analysed using Atlas Ti.7 software. The following dimensions of human and social capital accumulation were analysed: family environment, local social network, stages of educational career, and work contact systems. Of the four domains, family environment and local society did not have a decisive influence on the teacher becoming an innovating educator, but extracurricular commitments in higher education, an open and diverse professional network of contacts, and a role definition extended by professional self-actualisation were predictive of innovation.
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Hauff, Sven, and Stefan Kirchner. "Identifying work value patterns: cross-national comparison and historical dynamics." International Journal of Manpower 36, no. 2 (May 5, 2015): 151–68. http://dx.doi.org/10.1108/ijm-05-2013-0101.
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Purpose – The purpose of this paper is to identify and characterize different work value patterns empirically. Furthermore, it is analyzed how these patterns are distributed in different countries and how they change in the course of time. Design/methodology/approach – Latent class analysis as an advanced clustering procedure was applied. The empirical analysis is based on data from the International Social Survey Program from three time periods (1989, 1997 and 2005), covering five countries (USA, Great Britain, West Germany, Norway and Hungary). Findings – The analysis reveals four distinct work value patterns among employees: “moderate demanders”, “high demanders”, “post modern demanders” and “income and security demanders.” The affiliation to these patterns depends on gender, generational membership, education, occupation and nationality. The historical analysis reveals considerable variety in cross-national developments. Practical implications – The work value patterns identified have implications for recruitment, employee motivation and international HRM strategies. Management needs to be aware of work value patterns in the workforce in order to avoid mismatches and their negative consequences. If mismatch is unavoidable, the paper highlights the need to proactively manage mismatches between work value patterns and workplace situation. Originality/value – The authors argue that different work values are not independent of each other. Instead, they seem to have systematic interrelations and exist in specific patterns. Accordingly different segments within the labor force can be characterized by specific combinations of work values. This is highly relevant because it could help to customize HR instruments and incentives.
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BUDEVICI PUIU, LILIANA. "The Importance of Adopting National Policy Papers on Dual Careers in the Field of Sport." Revista Romaneasca pentru Educatie Multidimensionala 10, no. 1 (April 2, 2018): 45. http://dx.doi.org/10.18662/rrem/16.
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The relevance of physical education for sport to society is promoted by many states in order to achieve its social values, especially health, social inclusion, education and volunteering. For example, Liechtenstein regards sport as a cultural component in society, being perceived as being of public interest. The Czech Republic, Estonia and Hungary emphasize through reforms implemented in the field of education and sports, encouraging young people to watch and take part in sporting events and to be informed about sports regularly. The economic aspects of sport, especially the sustainable financing of sporting activities for all and the elaboration of policies based on concrete elements, can be considered as strategic objectives of the Republic of Moldova. In this context, the adoption of normative acts that will lead to the establishment of a framework of national guidelines on double careers will have the effect of regulating those concrete measures regarding the education, work, health and financial means of athletes. At the same time, ensuring the continuation of physical activity levels and national policies in this area, as well as continuously promoting the regular exchange of information and good practice on the role of physical activities to improve the health of the population, are also objectives that can be Implemented at national level in close synergy and cooperation with the World Health Organization (WHO).
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Kovacs, Klara. "The impact of sports on above-the-average and high-performing students achievements in Hungarian and Romanian higher education institutions." JOURNAL OF SOCIAL SCIENCE RESEARCH 5, no. 3 (October 31, 2014): 794–802. http://dx.doi.org/10.24297/jssr.v5i3.3379.
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In this paper, we apply such a complex indicator of student achievement to study the effect of sporting habits on higher education students achievement in Romania and Hungary in the Partium region. We created a complex indicator based on 12 dimensions and re-coded the index to a binominal variable: measuring above-the-average and high-performing student achievement. Consequently, our main research question is whether sporting habits contribute to becoming a member of the above-the-average or high-performing student groups. In our analysis, we control for the effect of social background variables and examine also the effects of subjective wellbeing (happiness and life satisfaction), self-assessment on health and resilience (mental fitness, flexibility, adaptability to changed conditions) as the positive influence of these latter factors on student achievement has been verified by others and our previous studies as well. In the frame of our research, Higher Education for Social Cohesion Cooperative Research and Development in a Cross-border Area (HERD, HURO/0901/253/2.2.2.) a survey was carried out in the three countries of the Partium region (Hungary, Romania, Ukraine). The Ukrainian subsample was eliminated from the current analysis due to low headcounts and biased effects, thus our database included 2619 students. According to our results free-time sporting, subjective health status and resilience increase the likelihood to belong to the above-the-average group, while the two regular forms of sporting and mental fitness promote students to belong to the high-performing group. The level of subjective well-being decreases the likelihood to belong to both student groups. These support the assumption that sporting students are more engaged towards their studies and work as well and consider their studies as more meaningful. Such an attitude serves as a motivational factor for finishing their studies even more successfully, continuing their studies even at the doctoral level. These positive personality traits, values and attitudes that are also related to sporting define advantages in academic and personal lives and the labour market through the transfer-effect of sports.
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Podstawski, Robert, Marta Żurawik, Krzysztof Borysławski, Aneta Anna Omelan, and Anatolii Tsos. "Working conditions of physical education teachers in European higher education institutions." Physical Activity Review 10, no. 2 (2022): 111–26. http://dx.doi.org/10.16926/par.2022.10.26.
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Aim: One of the problems of modern higher education is the so-called "New core curricula", which oblige PE teachers to make many changes in the way they work. PE teachers face several restrictions to provide PE programs that improve students' physical fitness, cognitive development, and overall health. The research aimed to investigate the working conditions of university PE teachers in selected European tertiary institutions. Materials and Methods: The quantitative research employed purposive sampling. Five academics volunteered to collect information on 66 European tertiary institutions located in Poland, Slovakia, Serbia, Hungary, Czech Republic, Slovenia, Turkey, Spain, Montenegro, Croatia, Bosnia & Hercegovina, Finland and Kosovo. Quantitative data were collected using questionnaires with a set of questions concerning characteristics of tertiary institutions and various aspects of working conditions of university PE teachers. Results: Two thirds of the university PE teachers held master's degree in PE since in over 42% of surveyed institutions, a master's degree in physical education was required to conduct PE classes. The majority of PE teachers (84.4%) were employed full-time, and on average worked 38.6 days in an academic year. Significantly more PE teachers with masters and doctoral degrees (p = 0.012) were employed full-time, or fixed term in public, middle size HEIs (p <0.001). In HEIs in cities with less than 500,000 residents, PE teachers were more often encouraged for participation in CPD (p = 0.049). Significantly more public HEIs fully or partially covered the costs of CPD or conferences (p <0.001), whereas in non-public or small HEIs significantly more PE teachers had to finance the costs of CPD. Moreover, significantly more (p =0.037) universities implemented specific PE teachers’ evaluation criteria with a personal record of their achievements. Conclusion: There is a pressing need to improve qualifications of university PE teachers, as many European HEIs do not support PE teachers in CPD. Furthermore, lack of CPD opportunities, low salaries and lack of career promotion perspectives combined with lower psychological resilience, may result in professional burnout syndrome.
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Németh, András, and Béla Pukánszky. "Life reform, educational reform and reform pedagogy from the turn of the century up until 1945 in Hungary." Espacio, Tiempo y Educación 7, no. 2 (July 7, 2020): 157–76. http://dx.doi.org/10.14516/ete.284.
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Since the end of the 19th century, the modernisation processes of urbanisation and industrialisation taking place in Europe and the transatlantic regions have changed not only the natural environment but also social and geographical relations. The emergence of modern states changed the traditional societies, lifestyles and private lives of individuals and social groups. It is also characteristic of this period that social reform movements appeared in large numbers – as a «counterweight» to unprecedented, rapid and profound changes. Some of these movements sought to achieve the necessary changes with the help of individual self-reform. Life reform in the narrower sense refers to this type of reform movement. New historical pedagogical research shows that in the major school concepts of reform pedagogy a relatively close connection with life reform is discernible. Reform pedagogy is linked to life reform – and vice versa. Numerous sociotopes of life reform had their own schools, because how better to contribute than through education to the ideal reproduction and continuity of one’s own group. Our work ties in with this pedagogical research direction. The background to the first part of the study is a long-term project aimed at promoting contacts in life reform and reform pedagogy in the Austro-Hungarian monarchy and later in Hungary. In the second part we analyse the process up to 1945, in which the ideas of life reform and the elements of reform pedagogy were institutionalised and integrated into the official pedagogical guidelines of the Hungarian universities.
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Papp, Barbara. "Érettségiző orvos- és gyógyszerész-jelölt lányok iskolai eredményei. Az Egri Angolkisasszonyok Leánygimnáziumának pályaválasztói (1930-1940)." Kaleidoscope history 11, no. 23 (2021): 108–18. http://dx.doi.org/10.17107/kh.2021.23.108-118.
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Higher education for women did not enjoy societal support in the Horthy era. There was great resistance, especially towards the women’s medical and pharmaceutical training. The aim of the present study is to analyse the high school educational performance of girls determined for careers in medicine and pharmacy. Did social pressure instigate these young people to work harder for better outcomes? The present data sampling concerned the students’ end-of-year grades in the 8th year and the graduation grades of the English Ladies' High School for Girls in Eger/Hungary between 1930 and 1940. Our results did not prove that those opting for health care careers performed significantly better than their fellow students opting for other careers. Future medical doctors and pharmacists were not the best high school graduates and they were definitely not motivated to achieve excellent results always and in all subjects.
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Sós, Tamás. "The European Dimensions of Vocational Training." Acta Technologica Dubnicae 5, no. 3 (December 1, 2015): 24–47. http://dx.doi.org/10.1515/atd-2015-0069.
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AbstractThe research examined the connection between vocational education, training and the world of work, and the social situation in Hungary in a European outlook. The accentual issues of the analysis disclosing the problem are: youth unemployment, the tendencies of secondary vocational education, proportions of enrollment and the features of training tendencies, the growing number of early dropouts, the effect of family background on student performance. This work tried to find the answer to the question: What variations have the changes in the regulations of vocational training, encouraging dual education brought on in the connection between trainers and work places? The research did not prove that the central vocational training system would be more effective than a varied, flexible, permeable, transparent decentralized operation with parts built on each other. The introduction of the complex exam overshadowed the evaluation of the competency areas, and fits less to the modularity of the framework curricula. With the legal regulation of vocational training in force the modular system has become a formality. Taking prior knowledge into account has become more difficult. The efficiency of professional structural decisions is questionable, it has not triggered the extension of employment among career starters, and does not mean a guarantee of finding a job either. Creating the motivation of economic role players may bring on steps forward to take up bigger tasks in vocational training. The research has confirmed the importance of improving the basic competency areas when planning vocational training, of life-long learning, of practice orientation, and also of the continuous connection with the labor market.
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Stomp, Ágnes, and Marianna Móré. "COMPARATIVE ANALYSIS OF VOCATIONAL TRAINING SYSTEMS IN THE LIGHT OF EU GUIDELINES." Annals of the University of Oradea. Economic Sciences 30, no. 30 (1) (July 2021): 397–405. http://dx.doi.org/10.47535/1991auoes30(1)044.
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Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
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The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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M.T., Cherepania. "BOARDING INSTITUTIONS PRACTICE IN TRANSCARPATHIA DURING THE SECOND WORLD WAR." Collection of Research Papers Pedagogical sciences, no. 91 (January 11, 2021): 16–22. http://dx.doi.org/10.32999/ksu2413-1865/2020-91-2.
Full textAbstract:
The history of boarding schools’ formation and development in Ukraine in general and in Transcarpathia in particular is an important source of pedagogical experience, the study, analysis and systematization of which will contribute to understanding of modern globalization in education and designing its future.Purpose is to fnd out the main trends in the boarding schools development and practice in Transcarpathia during the Second World War.Methods: bibliographical search is for the archival and library catalogs study, collections and descriptions; archival materials content analysis (orders government instructions); chronological is for determining the main trends in the boarding schools’ development and practice in Transcarpathia in 1939–1944.Results. Transcarpathian lands territorial subordination to Hungary in 1939 led to a change in the name of the region: instead of Subcarpathian Russia (during the period of Transcarpathian lands belong to the Czechoslovak Republic) Transcarpathian lands that returned to Hungary were called “Subcarpathia”. Childhood education and social protection were the the Podkarpackie Regent Commissioner’s responsibility, who appointed the principal of the Podkarpackie school district, and decisions on orphans and children deprived of parental care were the district orphanage courts’ responsibility. The Hungarian government organized a number of humanitarian actions in the returned territories through the involvement of government organizations “Hungarian for Hungarian” and the State League for the Protection of Children. With the beginning of hostilities, some boarding schools were subject to re-profiling: a separate structural unit of the Mukachevo State Orphanage “Orphanage for the crippled” was reorganized into the therapeutic department of the hospital in Mukachevo, and the educational building of the orphanage in Nad Sevlyush transferred to the use of the Hungarian army. The living and feeding conditions of pupils in boarding schools in Podkarpackie, and especially in orphanages (Greek-Catholic orphanage “Holy Family”) and family-type settlements have become more complicated. Constant changes in the pupils’ contingent, state orphanages employees’ places of work have led to late and incorrect payment of salaries to teachers and support staff of boarding schools.Conclusions. The boarding schools practice in Transcarpathia in the period 1939–1944 is characterized by the following trends: 1)boarding education curtailment in connection with the hostilities start, which reduced staffing and reduced the level of material and technical support of the educational process in boarding schools; 2)spreading the religious and public organizations influence (League for the Children’s Protection, “Levente”, “Hungarian for Hungarian”, etc.)Key words: boarding schools, orphanages, Transcarpathia, Hungary.
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Nagy, Sándor. "The Quality of the Defence Administration." Academic and Applied Research in Military and Public Management Science 13, no. 2 (June 30, 2014): 277–82. http://dx.doi.org/10.32565/aarms.2014.2.5.
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All states have to have and run institutions, which provide services — such as mandatory state functions, which also result in Hungary being treated as an independent, sovereign Country — to each citizen, hopefully in the same way. Public safety, fire department, the armed forces of the country, healthcare and education can be mentioned as examples. The state runs a system to control the connecting directive and coordinating activities, which is called simply “public administration”. Obviously, it is essential to have a cost effective point of view of the manpower and the quality of the service in the administrative institution. Thus, it is needed to study the main purpose of the service given to the citizens to maintain the standard or to develop it, if needed — by public social needs. The main topic of this work is the quality of the administration but it studies only a tiny segment of it and the quality of the defence administration based on it.
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Kollárová, Ivona. "The Reception and the Fear of Kant in the Late Eighteenth Century." Z Badań nad Książką i Księgozbiorami Historycznymi 15, no. 3 (September 30, 2021): 407–25. http://dx.doi.org/10.33077/uw.25448730.zbkh.2021.679.
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Through a wide range of sources, this study reveals the non-philosophical spread of the ideas of Immanuel Kant in the Slovak regions of Hungary. The flow of philosophical ideas can be demonstrated not only in the works of the Hungarian followers of Kant, but also in censorship sources documenting the import of Kantian texts in the 1790s. The critical debates in correspondences and published texts reveal anti-Kantian argumentations. Information about the advertisements of Kant’s works and subscriptions to them also help form an idea about their popularity. Research on private albums reveals how the philosophical legacy circulated, despite bans and repressions, in non-public communication networks and how its social area extended beyond the sphere of philosophy and education.
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Molina, José Alberto, J. Ignacio Giménez-Nadal, and Jorge Velilla. "Sustainable Commuting: Results from a Social Approach and International Evidence on Carpooling." Sustainability 12, no. 22 (November 17, 2020): 9587. http://dx.doi.org/10.3390/su12229587.
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Sustainable commuting (SC) usually refers to environmentally friendly travel modes, such as public transport (bus, tram, subway, light rail), walking, cycling, and carpooling. The double aim of the paper is to summarize relevant prior results in commuting from a social approach, and to provide new, international empirical evidence on carpooling as a specific mode of sustainable commuting. The literature shows that certain socio-demographic characteristics clearly affect the use of non-motorized alternatives, and compared to driving, well-being is greater for those using active travel or public transport. Additionally, this paper analyzes the behavior of carpooling for commuting, using ordinary least squares (OLS) models, which have been estimated from the Multinational Time Use Study (MTUS) for the following countries: Bulgaria, Canada, Spain, Finland, France, Hungary, Italy, South Korea, the United Kingdom, and the United States. Results indicate that carpooling for commuting is not habitual for workers, as less than 25% of the total time from/to work by car is done with others on board. With respect to the role of the socio-demographic characteristics of individuals, our evidence indicates that age, gender, education, being native, and household composition may have a cross-country, consistent relationship with carpooling participation. Given that socializing is the main reason for carpooling, in the current COVID-19 pandemic, carpooling may be decreasing and, consequently, initiatives have been launched to show that carpooling is a necessary way to avoid crowded modes of transport. Thus, the development of high-occupancy-vehicle (HOV) lanes by local authorities can increase carpooling, and draw attention to the economic and environmental benefits of carpooling for potential users.
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Szele, Anna Szabina, and Beáta Erika Nagy. "FIRST STEPS OF EDUCATION IN THE FAMILY – THE POSSIBILITIES OF EARLY CHILDHOOD PREVENTION AND INTERVENTION AT THE DEPARTMENT OF PEDIATRICS OF THE UNIVERSITY OF DEBRECEN." Különleges Bánásmód - Interdiszciplináris folyóirat 8, no. 1 (March 31, 2022): 109–16. http://dx.doi.org/10.18458/kb.2022.1.109.
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In Hungary, preterm birth is a common issue; approximately 8.000 infants are born preterm each year. At the Department of Pediatrics of the University of Debrecen, our Pediatric Psychology and Psychosomatic Unit work to minimize the risk of neurodevelopmental delay in children born prematurely or in other risk groups. In favour of it, we help families at both the prevention and the intervention levels. Parent education, organization of parent groups, and counselling provide us an opportunity to acquaint parents with the possibilities of using help. The chapter briefly describes the possibilities of prevention (screening tests, diagnostics) and intervention (parent group, music therapy, animal-assisted therapy, sensory integration therapy), the family implications of the COVID-19 pandemic, and the Bayley-III diagnostic and screening test, which is one of the most advanced developmental tools for early prevention. Our approach is that, in favour of healthy and balanced development, the whole family needs to get the appropriate support and care. Supporting and strengthening parental efficiency is an important step by which the parent is able to implement a method of education that takes into account the individual characteristics of the child, by which the child's adaptability, carrying capacity, and social skills develop and strengthen.
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Bil, Maryana. "Regulation of the population migration activity: priorities for the Carpathian region of Ukraine." Regional Economy, no. 1(95) (2020): 62–70. http://dx.doi.org/10.36818/1562-0905-2020-1-7.
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The article reveals the content of the migration activity of the population. Migration activity in the system of migratory terms was proposed to be considered as the ability of the entity (an individual, a household, population of a particular territory) to change the place of residence, which is accompanied by initiative activity (work, study) and changes in human potential according to needs, goals, and views. The key problems of the migration activity of the Carpathian region were identified. They were distributed according to relevance for the population (social insecurity of migrants, distant families, the rapid growth of migration activity of young people in the higher education segment), business (lack of skilled labor, difficulties in hiring young specialists (high expectations for pay, etc.)), societies (additional pressure on the social infrastructure of people arriving in the region, lack of demand for social services (including education), unregulated and asymmetric cross-border space) and power (loss of human potential, dual citizenship, especially the border population, international corridors of illegal migrants, geopolitical speculation with risks for Ukraine's territorial integrity) across the directions of Poland, Hungary, Romania, and Slovakia were identified. The priorities of migration regulation in the Carpathian region were offered – providing of complex and constant monitoring of the level of migration activity (potential, real), implementation of special state programs of the first workplace, implementation of special regional programs of stimulation of educational re-emigration, stimulation of improvement of services quality, especially business development and self-employment in border settlements as alternatives to «shuttle» migration, counteracting issuing passports of citizens of other countries to residents of border settlements, compulsory Ukrainian language use in educational institutions.
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Kovács, Ábraham. "Revivalism, Bible Societies, and Tract Societies in the Kingdom of Hungary: A Multi-Ethnic, Multi-Cultural, and Multi-Denominational Work for Spreading the Good News of Jesus Christ." Perichoresis 19, no. 1 (March 1, 2021): 17–37. http://dx.doi.org/10.2478/perc-2021-0002.
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Abstract The current research paper seeks to investigate how Evangelicals and Pietist, the most fervent of Protestants sought to ‘educate’ the masses outside the educational framework of ecclesiastical and state structures within the Hungarian Kingdom. More specifically the study intends to offer a concise overview of the history of Protestants who spread the gospel through the distribution of affordable Bibles, New Testaments and Christian tracts. It shows how various denominations worked together as well as directs attention to their theological outlook which transcended ethnic boundaries. It is a well-known fact in mission and church history that such undertakings were carried out to stir revivalism. The study also throws light on how influential role the Scottish Mission as well as Archduchess Maria Dorothea played in stirring revivalism through the aforementioned means. The history of these kinds of endeavours, especially that of the most significant ones like the work of the British and Foreign Bible Society and Religious Tract Society has not been treated adequately by historians of religion and education, intellectual historians and social historians. This research output is a contribution to give an account of the multi-ethnic and transdenominational work of Hungarians, Jews, Germans, Slovaks and Romanians working for a common goal.
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Inántsy Pap, Ágnes, and Barnabás Szilágyi. "SOCIAL EXPECTATIONS IN THE CHOICE OF THE RIGHT EDUCATIONAL INSTITUTION." Különleges Bánásmód - Interdiszciplináris folyóirat 8, no. 1 (March 31, 2022): 35–47. http://dx.doi.org/10.18458/kb.2022.1.35.
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More than 1000 public educational institutions maintained by the church work in Hungary currently, therefore recently the denominational public education has turned into a current question again. The expansion can be originated for several reasons, to which as a starting point the law of 1990 may be considered which takes action on the freedom of conscience and religion. As a result of this since the change of the regime, the church has become a school maintainer, too, which means new challenges and continuously sets new expectations for it. Denominational schools as publicly financed institutions have to meet their educational mission with the states and the school selectors’expectations. Several researchers have examined the determinants of school selection on both international and national levels (Bell 2009, Denig et al. 2009, Dronkers 1995, Ferenc-Séra 2001, Kertesi 2014, Korzenszky 1997). We may presuppose that the school - as the device of social mobility - shows the opportunity for the child's prosperity in the parents' eye. The determinants of selecting a school may be changing in each country and age, yet there are factors that can be considered relatively constant like the residential area, the parents’ social status and educational level, their piety and cultural capital, their faith in the school as the device of social mobility, their image of the future and their knowledge on the opportunities of selecting a school. Furthermore, the content and coherence of the family may also be determined. We may assume that the motivation of the school users selecting either a denominational or a state or a foundation school can be different. Also, it can be probable that the school level –primary or secondary– influences the attitudes of school selectors. The aim of the present study is both to show the results of a questionnaire empirical research conducted among students choosing schools maintained by the church, and by putting the results in an extended conceptional framework to find such social correlations that may help to recognise the expectations and scruples drawn to the churches as school maintainers.
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Davydov, Denis V., and Olga V. Kozlova. "Behavior practices of a “new woman” in the conditions of mass famine in early 1920s." Historical Ethnology 7, no. 2 (2022): 213–20. http://dx.doi.org/10.22378/he.2022-7-2.213-220.
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The article discusses the behavioral practices of a "new woman" in the conditions of mass famine in the early 1920s. It is noted that this social group was inconsiderable in number, but its influence in public life was very high. The author draws attention to the social origin of the representatives of this social group, the level of their education, the specifics of the worldview formation based on the ideals of universal equality and justice. It was noted that the behavior of the “new women” in conditions of mass starvation significantly differed from the generally accepted patterns, such as seeking help from the authorities, migrating to other regions, selling property, begging and other social deviations. The desire to contribute to the construction of a socialist society led to the ignorance of the problem of hunger and a reorientation from their daily life to social life. This was manifested in the behavior of the “new woman” in the form of collecting funds for the needs of the hungry, selfless work, refusal to relocate to prosperous areas. Social class background – origin from peasants and workers, high involvement in social activities, young age, membership in the Komsomol organisation were the factors that formed non-standard options for survival in the situation of mass famine among the “new women”. It is concluded that the conditions of hunger contributed to the strengthening of the social positions of the “new women”, their further advancement on the social ladder. The downside of strengthening the social position of the “new women” was the further erosion of the foundations of their traditional perception of the world based on family and motherhood.
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Flick-Takács, Nikolett. "Is the secret to effective lifelong learning lurking in the views of prospective kindergarten teachers? Comparing German and Hungarian prospective kindergarten teachers’ views on learning." Journal of Pedagogy 12, no. 2 (December 1, 2021): 31–59. http://dx.doi.org/10.2478/jped-2021-0009.
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Abstract Lifelong learning (LLL) became a basis for education policies in the 21st century. The GLLI (Global Lifelong Learning Index) ranks countries based on their performance in LLL (Kim, 2016). The present paper aims to compare a successful country (Germany) with a mid-performing country (Hungary) in two ways: (1) by comparing the two countries’ framework strategies and training requirements for lifelong learning, and (2) by comparing prospective views on learning in Hungarian (NH=14) and German (NG=14;) kindergarten student teacher groups using Verges’ association matrices in order to identify the key LLL elements in their views. The target group for the qualitative research was selected based on the pedagogical phenomenon that the views of prospective teachers have a great impact on their later work, including in relation to child development (Ránki, 2002; Dudás, 2005; Takács, 2016). The results show that there are some differences in the interpretation of LLL between the two countries, which can be observed in the regulatory documents and the associations made by student kindergarten teachers. The results reveal differences in the importance of self-regulated learning, learning motivation and social competences, and some common elements, like playfulness or joy, in learning activities.
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Vares, Vesa. "Never satisfactory, according to the Finnish standards”. From optimism and interest to disappointment and disillusion: Finnish views on the nations in Eastern Central Europe between the word wars." Romanian Journal for Baltic and Nordic Studies 3, no. 2 (December 15, 2011): 225–46. http://dx.doi.org/10.53604/rjbns.v3i2_3.
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The questions of national prejudices, xenophobia and enemy images have been lately popular issues. The creation of the ”Other” has been evident in racial issues, like in the ideologies of imperialism or anti-Semitism. However, it is important to see the same mentality inside the European political culture itself, because the images often did and still do divide the nations into different categories. This mentality gained even more impetus after the collapse of the empires in 1918 and yet again in the discussion about ”Old Europe” and ”New Europe”. My purpose is to study how Finland saw Eastern Europe and its political systems and national peculiarities between the World Wars. Finland formed an interesting hinge between Scandinavia and Eastern Europe. On the one hand it wanted to emphasize how Western its mental heritage was; on the other, it had to fight off assumptions that it was still ”half-Russian” and behaving in a ”Balkan” manner. In the early 1920s there were also ideas of similar interests in European politics and similarities of the social structure. In the longer run, the Finns saw Eastern Europe as an area which was not ready for democracy, because it lacked the elements of national cohesion and basic people’s education. Argumentation resembles the German one, but was not necessarily decided by it – rather by own experience or Scandinavian and sometimes Hungarian information. For the Finns, Hungary formed some sort of exception of the prejudiced view because it was considered to be a kindred nation, but the experts could see little similarities even between Finland and Hungary.
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Fowler, Kathleen L. "“The Wholeness of Things”: Infusing Diversity and Social Justice into Death Education." OMEGA - Journal of Death and Dying 57, no. 1 (August 2008): 53–91. http://dx.doi.org/10.2190/om.57.1.d.
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This article presents resources and strategies for the infusion of diversity and social justice themes into an undergraduate death and dying course. The intent is not to replace or dismiss existing thanatological insights and debates, but rather to widen the cultural perspective to bring these insights and debates into conversation with multiple ways of perceiving and understanding. The article covers definitions, goals and rationales, challenges in identifying and developing appropriate resources, and overall course design. It also explores readings, audiovisual materials, class activities, and pedagogical approaches to foster: student engagement with diverse world-views and experiences; understanding of “cultural competence” in various fields; awareness of the impact of race, class, gender, etc., on access to resources and care; commitment to activism for social justice; and exposure to many forms of resilience, meaning-making, and creative healing. … whenever there was a death in the village, she was the first to be sent for—the priest came second. For it was she who understood the wholeness of things—the significance of directions and colors. Prayers to appease the hungry ghosts. Elixirs for grief (Watanabe, 1992, p. 603). … the action most worth watching is not at the center of things but where the edges meet. I like shorelines, weather fronts, international borders. There are interesting frictions and incongruities in these places and often, if you stand at the point of tangency, you can see both sides better … (Fadiman,1997, p. viii). The only really happy people I have ever met are those of us who work against these deaths with all the energy of our living, recognizing the deep and fundamental unhappiness with which we are surrounded, at the same time as we fight to keep from being submerged by it (Lorde, 1980, p. 77).
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Vevere, Velga, Edgars Cerkovskis, and Aija Sannikova. "Social Entrepreneurship Intentions Among Business Students in Latvia." European Integration Studies 1, no. 15 (September 16, 2021): 251–59. http://dx.doi.org/10.5755/j01.eis.1.15.29111.
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Theoretical literature has identified a number of factors that determine social entrepreneurship intentions. Social entrepreneurs play an important role in the economic and social developments of the communities in which they operate. They are a special type of entrepreneur, driven by a variety of motives, including the alleviation of poverty, hunger or illiteracy; the improvement of human health; the reparation of social, legal or economic injustice; and the preservation of the environment for future generations. The career aspiration of social entrepreneurs can be encouraged if youths are given early educational exposure when they are young. The purpose of this study is to identify social entrepreneurship intentions among business students in Latvia. The tasks are the following: (1) to accomplish analysis of special literature; (2) to work out methodology; (3) to carry out the empirical research; (4) to work out conclusions. The empirical research involves the survey of business students, applying snowball sampling method and using 5-point Likert scale questionnaire. The results are interpreted using methods of descriptive and inferential statistics. The conclusions of the research have a practical value, as they make it possible to identify the problematic areas of business education in regard to the social entrepreneurship.
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White, David F. "Adolescence: Social Construct or Eternal Verity?" Journal of Youth and Theology 15, no. 2 (September 30, 2016): 115–23. http://dx.doi.org/10.1163/24055093-01502002.
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Since its emergence as a discrete ministry in the early 1970s, youth ministry has functioned in a void, oblivious of the long history of young people. Unaware of historic social forces and roles that sometimes empowered and at other times limited young people, youth ministry functioned in following decades as if adolescents were by nature characteristic of the American status quo – with its prolonged education, minimal involvement in the common good, tension with parents and authorities, and a ravenous hunger for commodities. By the late 1990s, due to a flurry of historical research, youth ministry professionals became aware that adolescence was a relatively recent and not entirely benign cultural invention. But recently, author Crystal Kirgiss, has sought to debunk the notion of adolescence as a modern social construction by offering historical accounts illuminating the vast commonalities between youth of all historic ages. This review affirms the rich historical work done by Kirgiss as constituting a contribution to youth ministry, but also challenges her essentialism as dangerous and unwarranted.
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van der Lippe, Tanja, and Zoltán Lippényi. "Beyond Formal Access: Organizational Context, Working From Home, and Work–Family Conflict of Men and Women in European Workplaces." Social Indicators Research 151, no. 2 (October 5, 2018): 383–402. http://dx.doi.org/10.1007/s11205-018-1993-1.
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AbstractWorking from home has become engraved in modern working life. Although advocated as a solution to combine work with family life, surprisingly little empirical evidence supports that it decreases work–family conflict. In this paper we examine the role of a supportive organizational context in making working from home facilitate the combination of work and family. Specifically, we address to what extent perceptions of managerial support, ideal worker culture, as well as the number of colleagues working from home influence how working from home relates to work–family conflict. By providing insight in the role of the organizational context, we move beyond existing research in its individualistic focus on the experience of the work–family interface. We explicitly address gender differences since women experience more work–family conflict than men. We use a unique, multilevel organizational survey, the European Sustainable Workforce Survey conducted in 259 organizations, 869 teams and 11,011 employees in nine countries (Bulgaria, Finland, Germany, Hungary, Netherlands, Portugal, Spain, Sweden, United Kingdom). Results show that an ideal worker culture amplifies the increase in work family conflict due to working from home, but equally for men and women. On the other hand, women are more sensitive to the proportion of colleagues working from home, and the more colleagues are working from home the less conflict they experience.
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Evans, Mark, Andrew Peterson, Márta Fülöp, Dina Kiwan, Jasmine B. Y. Sim, and Ian Davies. "Pedagogy and youth civic engagement: Shifting understandings, emergent considerations and persisting challenges." Citizenship Teaching & Learning 15, no. 2 (June 1, 2020): 155–86. http://dx.doi.org/10.1386/ctl_00027_1.
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Pedagogies about and for civic engagement are not clearly defined. We consider how these understandings have been constructed and how these pedagogical developments reveal a gradual yet fundamental shift from more transmission-oriented learning intentions and practices to more transformative orientations. We examine how particular broad and interrelated pedagogical considerations and experiences appear to enhance civic engagement learning (e.g. a focus on real-life and relevant political questions and issues, classroom to community, local to global). We review experiences that allow for the practice of different forms of civic engagement; varied ways of knowing and active involvement in the process of constructing knowledge in relation to these political questions and issues rather than simply receiving information passively; and building capacities for decision-making, public issue investigation, ethical thinking, peace-building and conflict management. We recognize that these matters are approached differently in the literature and in classrooms, schools and communities with varying degrees of emphasis and levels of sophistication. We contend that these contrasting approaches and practices reflect differing cultural and historical traditions and contexts, pressures being experienced locally and globally, and the guidance of educational policies and study programmes. The enactment of these developing understandings of civic engagement pedagogy is nominal and uneven in classrooms, schools and community sites within and across countries. Most forms of civic engagement pedagogy for youth tend to occur randomly in their communities, while school-based programmes are limited and most often involved in forms of civic action that are perceived as safe and minimal. We highlight ‐ in the form of questions ‐ some of the persisting challenges that face educators in developing appropriate pedagogies for civic engagement. This work originated from a three-year (2016‐19), six-country project, ‘Youth Activism, Engagement and the Development of New Civic Learning Spaces’, undertaken by an international network of researchers (based in Australia, Canada, England, Hungary, Lebanon and Singapore) and funded by a Leverhulme Network Grant. We explore key ideas and issues about the ways in which young people participate in society and discuss what implications there are for education.