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Ildikó Hrubos begins her study entitled The evaluation and measurement of diversity, an attempt to categorize European higher education institutions by showing that during the process of the mass diffusion of higher education a differentiation between higher education institutions also began. This process accelerated following the year 2000 with the so-called Bologna Process and the globalization of higher education. The great diversity in objectives established, main activities, target client groups, academic performance and social prestige have created a confusing picture, since they make it difficult to study the way the sector really operates. The study briefly introduces the processes behind the phenomena and the varied attempts so far made to describe, analyze, handle and research them. She deals in more detail with the large-scale European project which aims to create categorizing and data-collection methods with strong theoretical and methodological bases, as well as the development of an organization to operate the system on a permanent basis. The Classifying European Institutions for Higher Education – CEIHE – project began in 2004 and the final stage (III) started in 2008. During the development of the model the well established and internationally renowned Carnegie Classification System, developed in the United States, was used as a model.
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Who owns the doctoral school? The echo of an accrediatation summarises the results of a questionnaire investigating the process of accreditation completed by members of Hungarian doctoral schools. In the course of the 2008 accreditation of the doctoral schools in Hungary, 577 senior lecturers were questioned on-line about their experiences and opinions of that process. 65 % of them were approved, 23 % approved temporarily, while 12 % of them were rejected by the HAC (the Accreditation Committee of Higher Education in Hungary). According to the lecturers, the most important criteria for being a supervisor in Hungary are: academic degrees (77%), on-going publication activities (71%), on-going research activities (63 %), participation in international academic activities (59 %) and international networking (50%). The overwhelming majority of the approved lecturers happened to be natural scientists, engineers and medical researchers. They belonged to the senior generation of university lecturers (between 51 and 70) and were mostly male teachers (81 %). Those rejected were mostly female, from the humanities and the social sciences with a typical age of 40. These results suggest that a) the criteria were mainly set by senior male members of the accreditation committees with a natural science background; b) the accreditation had a selective, rather than a supportive character with c) a strong concentration on the teachers rather than the students (and their opinions) of the doctoral schools. In view of the Bologna-process, the importance of an alternative accreditation process with a supportive rather than a selective character is stressed.
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The ever-changing social and economic circumstances of our time are constantly creating new expectations for skilled young people leaving the labor market. In order for the school to be able to complete its task of getting young people with the right skills, prepared and competent out of the school to work in the world, and thus enabling the school to meet the new demands of society and the economy, it must constantly adjust to change, he must constantly develop.
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The review of: Johannes Jütting, Denis Drechsler, Sebastian Bartsch & Indra de Soysa [eds.] [2007]: Informal Institutions: How Social Norms Help or Hinder Development. OECD. 174 p.)
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The review of: Ruud Duvekot, Greg Scanlon, Anne-Marie Charraud, Kees Schuur, Dermot Coughlan, Torild Nilsen Mohn, Jos Paulusse & Ruud Klarus [eds.] [2007]: Managing European diversity in lifelong learning. The many perspectives of the Valuation of Prior Learning in the European workplace. HAN University, Foundation EC-VPL & Hogeschool van Amsterdam. 2007. 299 p.
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Gábor Kézdi and Éva Surányi [The Impact of a School Integration Program for Disadvantaged Childrenonthe Students’ Development] present results from the evaluation of a program of the National Network of Integrated Education (Országos Oktatási Integrációs Hálózat – OOIH) of Hungary. Since 2003, the program has promoted integrated education of Romani and disadvantaged students in Hungarian primary schools (grades 1 through 8), and it has provided comprehensive educational and financial support for the 45 participant schools. The authors assessed the effect of the program on the development of the students by means of comparison to a matching control group of schools. The dimensions analyzed were literacy, secondary school enrollment, and noncognitive skills such as locus of control (one’s belief in controlling one’s own destiny), self-esteem, and coping with difficult situations. The authors explored overall program effects as well as specific outcomes for Roma and non-Roma, disadvantaged and non-disadvantaged groups of students. The results showed small but significant positive effects in virtually all dimensions and for all groups of students. Due to the non-experimental nature of the analysis, the causality of the program effects cannot be claimed as certain. However, econometric evidence supports the causal interpretation, and it is clear that program schools achieved a greater success with children of similar background than non-program schools. Our findings demonstrate that it is possible to provide integrated education in Hungarian primary schools in a way that benefits minority and majority students alike. Modern educational methodology as well as better incentives for schoolteachers can explain the success.
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Ilona Liskó analyzed the data from a research project conducted between 2006–2007 which examined the effects of teacher trainings in the Integration Scheme. The Integration Scheme is intended to promote the integrated education of socially disadvantaged and Roma children and the improvement of the institutions that educate them. Throughout the research work the background of the trainees, the evaluation and the outcome of the trainings were examined. The study focuses on the impact of the trainings on the attitudes of the teachers trained. The data showed that the effectiveness of the trainings was strongly influenced by the attitudes of the trainees. The trainings had a positive effect on the attitudes of the teachers trained but the effect was rather small. The majority of the teachers did not believe that students’ skills could be improved neither before nor after the training, and they had serious doubts about whether a successful integration between schools would be possible at all.
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In 2000 the Ministry of Education started a project aiming at the reduction of social inequalities. Anikó Fehérvári studied whether the program was successful in compensating for social disadvantages. The analysis – based on a 2005 impact assessment – explores the socioeconomic background of the students who entered the program, and describes the specific handicaps they struggle with. The second part of the study the author – based on the data from a 2007 research – compares the participant students’ family background and materials taught in their classes with those of non-participant secondary school students (high school, secondary vocational school and vocational training school students). The study demonstrates that disadvantaged students would have had worse schooling opportunities without the support of the program.
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EU financed projects often are seen as miraculous tools of public policy reforms, such as in the case of policies that promote equal educational opportunities. However, in reality running projects can turn into rather painful processes and become frustrating obstacles for the partners involved. Balázs Krémer argues that the technical difficulties detected at a surface level are rooted deeply in the widely shared attitudes and philosophies of the projects. Two main ideas are highlighted among the conceptual problems. One of them is the role of public managers who require certain tasks from the successful applicants to do – but, in fact, they do not assume responsibility by imposing more substantial requirements. They rather tend to introduce over-detailed and over-bureaucratic procedural rules which are clearly pointless. Instead of that, they should implement regulatory and financial tools that could help make the new developments sustainable. Eventually, sustainability becomes the task of the supported providers – for whom it is a mission impossible without the necessary assistance from the relevant government agencies.
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In his article János Zolnay assesses the factors behind the failures of government’s anti-segregation and pro-integration educational policies in the last six years. The performance of children at schools and chances for entering higher education is determined by early school choice to a much greater extent in Hungary than in most OECD countries. Decentralization of the centralized educational system already began before political transition and the process was accomplished by 1993. The new system was based on a more liberal curriculum and output-regulation, normative funding and diversified school structure. Local municipal councils became responsible for maintaining public schools. Funding for maintenance from state budget is normative and non ear-marked. The government’s integration policies intended to stop and reverse segregation tendencies between schools, branches and classes, but despite the considerable efforts these goals could not have been achieved. The fundamental dilemma is whether opportunities in the sphere of public education can be made more equal while leaving the current system untouched. The problem is that there is no agent at the decision making nor at the executive level which would be willing and/or capable of implementing governmental measures targeted at providing for more equal opportunities. Undoubtedly the policies applied by the local governments enhance inequalities. It is also true however, that parental choices also count and thus unequal distribution of educational services is both a result of the choice of influential parents and the existence of attractive schools.
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Eszter Neumann gives a review of the educational reforms that took place in the last two decades in England with a special focus on equity issues. The first part of the article gives a brief overview of the neo-liberal educational policies and explains the recent shift to centralization carried out with the use of knowledge-based regulation tools. Policies addressing disadvantaged students are embedded into larger programs that are meant to improve the quality of education in general. Next, the paper discusses the various interpretations and frameworks of equal educational opportunities that have been in use in the past 20 years through the analysis of specific educational programs which encourage the dissemination of innovative ideas and best practices in schools located in economically depressed areas. All in all, the question rises whether the policy goals of equity and educational excellence are conflicting or could be achieved parallel.
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The study of Julia Vida is a brief overview of the main issues and policies related to the equality of educational opportunities in the USA. It starts with a short description of target groups and a characterization of the problem(s) from the American point of view. Then it goes into more details about three important problems of equality of educational opportunities by citing results of relevant recent research and taking a glance at some of the solutions applied. In the second half of the article the federal role is discussed. The historically greatest federal involvement into education was the No Child Left Behind Act of 2001 which set up clear objectives concerning disadvantaged students. The law is analyzed here both by giving a short account of its antecedents and by presenting some of the most common arguments for and against it.
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Writing my historical dissertation was preceded by the collection of historical documentation of special education. The greatest result of this source research work is the legacy of Ágoston Muszhely (1877-1966) artist pedagogue from private ownership and the family allowed the research and publication of this irreplaceable collection. Below, I would like to illustrate the practical realization of the paradigm shift at the beginning of the 20th century through her drawing work, his theoretical dissertation and drawings of his disciples. At the beginning of the 20th century, a significant era was opened in the drawing. The drawing teacher could lower the sample books into the cabinet, and the task is to raise the interest of the children according to the age characteristics, to activate their creative imagination and to develop their visual skills.
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ERRC: Social Inclusion Through Social Services – The Case of Roma and Travellers Assessing the Impact of National Action Plans for Social Inclusion in Czech Republic, France and Portugal. Budapest, 2007, ERRC/Númena. 90 p
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Hallam, Susan et al.: „Research and Evaluation of the Behaviour Improvement Programme“. Institute of Education. University of London, 2005. 158 p. /Research Report No 702
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Frequently confused words or so-called ‘paronyms’, when they are used in everyday communication, can be challenging for native speakers of Polish. Sometimes language users find it difficult to decide which word they should choose in a given context. There are also situations in which speakers make unconscious errors in the use of a word, assuming that its meaning is exactly what they expect it to be and that the specific word is appropriate in a given situation. Inaccurate usage of paronyms is a perennial problem that language users face daily. This paper presents the results of a questionnaire-based survey on the understanding and use of paronyms conducted among students and graduates of Gdańsk University of Technology and the University of Gdańsk. The study was conducted online in March 2017. On the basis of the collected data, the present author attempted to describe issues related to the phenomenon of paronymia and mistakes made in everyday communication of educated speakers of Polish.
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The text is dedicated to the education concerning Silesian Uprisings and the Plebiscite, it was possible to conduct thanks to the usage of parallel narratives. A few issues are shown in it: the position of uprisings in the contemporary historical education, theoretical considerations over the education from the perspective of microhistory and on the basis of the sources; the description of the new formula of the textbook, that uses, inter alia, large quantity and parallelism of the messages and so called memory nodes, joining history of Upper Silesia with history of Poland. The fundamental part of the article is dedicated to the presentation of the ways in which the issues of Silesian Uprisings and the Plebiscite are approached on the basis of the described determinants.
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A family is a social group which is to carry out an important task in human community. Those tasks are various functions which are meant to well and safely bring up a mature person. However, the educational function has a special significance as in this way a young man is introduced into the world of culture, he creates his first world image, its order, attitude to himself, his life and responsibilities. Every family has their own traditions, customs, habits and atmosphere which form a new social unit. The atmosphere in a family environment has key significance for the formation of child’s personality. It shapes child’s emotional life, his attitudes and motivations. Socialization process takes place in a family and it is related to the phenomenon of inheriting values. The family stores and conveys basic values to next generations. In family culture the moral values which are represented by parents are particularly important; they are the norm code which defines what is allowed and what is prohibited, what is good and what is evil. In this process a natural role of adults includes: communicating clear and understandable criteria, reactions and actions which are consistent with declared values, patient explanations, discussing reasons and gradual leaving more and more space for child’s own attempts to make his own assessment.
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There are many theoretical approaches in theology of conversion and psychology of religious conversion. The author highlights the need for a multidisciplinary approach toward conversion both theological and psychological. One of theological interpretations of conversion has been presented by Canadian philosopher and theologian Bernard Lonergan (1904–1984). This article presents the Religious Conversion Scale developed by Soinski based on Lonergan’s theory. The scale uses the same categories to conversion as were identified by Lonergan and is measure both the global intensity of conversion and the intensity experience of three dimensions of conversion: intellectual, moral and religious (spiritual). Preliminary indicators of validity and reliability were calculated on the basis of the results obtained from 144 subjects. The results confirmed high discriminative power of the items as well as high homogeneity and stability of the subscales. Theoretical validity of the scale was established by means of factor analysis. This paper shows that the average age of a student of theology when he had experienced religious conversion was 19. They (56 women and 56 men) had the most intensive the spiritual conversion experience („be attaching oneself to God”), but the men equally experienced the moral conversion. The results suggested that the women frequently converted in the way of illumination but the men equally converted in the way of purgation.
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