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The paper looks into the recent strengthening of scientific paradigms and strategies to establish legitimacy in policy-making. The activity of the experts’ coalition in the Round Table for Education and Child Opportunities is analyzed in relation to other bodies making up Hungarian education policy space and expert knowledge on offer for political usage. The different policy paradigms (sociological, psychological, economic, policy analysis) competing for and cooperating within political influence are discussed, and the reorganization of knowledge forms and disciplines informing decision-making as well as strategies of persuasion are analyzed.
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The authors emphasize that the meaning and the official definition of SEN has changed on multiple occasions in the last decade as a result of the commonly shared idea of decision-makers and experts; this on one hand sees some Roma and other multiple-disadvantaged children being misdiagnosed as disabled or, on the other, gives us the unintended negative consequences of higher normative support for SEN children, namely segregation. The question for our study is the role of science and disciplinary areas for shaping policy in the field of SEN. Results show that the scientific and policy debates, whose participants represent different disciplines and ideological viewpoints – such as sociological critiques, special educational expertise, reform pedagogical ideas and (neuro)psychological theories of development – could create a platform for establishing an all-inclusive education. However, a more effective and precise diagnosis, and a lessening of segregation, did not come directly from these scientific debates or new psychometric tools – rather, it emanated from classical bureaucratic (regulating) and post-bureaucratic (financial incentives and counter-incentives) measures that had evolved next to and partly in connection with the scientific influences.
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The study gives an overview on changes - and reasons for changes lacking - in the field of ’learning outside of school’. The focus is implementation of the national lifelong learning strategy launched by the government at the end of 2005. The author looks at the declarations and, then, the real outcomes, describing at the same time some revealing elements within adult education and the training system.
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The two issues – of teacher training and of the Bologna process, respectively – operate separately, though are not independent of each other. The Bologna process is marked by declarations of European education policy-makers, by national legal regulations, things that are monitored by national and European information agencies. Teacher training, however, is a set of more complex national processes, which are embedded in cultural traditions had by diverse national education systems, in different demographic and economic tendencies, while all are driven by different national/institutional interests. The author of this article endeavours to describe some of the changes that the Bologna process has introduced in teacher training (structural changes, changes in student mobility, diversities within Bologna policies in national systems) and also tries to interpret some of the ‘messages’ of Bologna relating to teacher training (what standardization, learning outcomes and transparency actually means, and how ‘relevant knowledge’ is to be understood in this field). The author concludes that the Bologna process is a kind of common challenge for national education systems – and for different sectors of higher education as well. It is an opportunity to redefine special education fields (teacher training amongst them) within the context of mass higher education, and to find creative solutions connecting with new needs inherent in a changing educational world.
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The points of debate within teacher training in the Bologna system have led to differing evaluations. The radical reform concept put forward by the Ministry of Education and the markedly opposing opinions of Eötvös Loránd University clashed with each other in 2003, when the Hungarian model of teacher training within the Bologna system was born. In the course of the development of the Hungarian model, professional and organizational conflicts were resolved via compromise decisions; however, the resulting – and profound – changes brought about new tensions. This study points to the 5 main features (teacher training only at the master level, integrating professional and pedagogical knowledge, dual qualifications, the importance of empirical competence and organizational emphasis, volume and selection) of the model that has had its introductory phase in 2009; while it also presents the main objections against them, and lists and discusses the arguments in favor of revision. The history of the reform is, at the present time, too short and as yet unsettled for us to be able to draw final, empirical conclusions in relation to its direction and achievements. One thing is certain, however: the radical changes brought about in public and higher-level education make restoration of the form of teacher education present before the Bologna process impossible.
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According to the author the EU document “Conclusions of the Council and of the Representatives of the Governments of Member States, meeting within the Council on 15 November, for improving the quality of teacher education” correctly sums up the European tendencies and requirements in relation to TE. The article analyses the main points of the document (qualification from a higher education institution, a suitable balance being arrived at between research-based studies and teaching practices, effective early career support, adequate mentoring support throughout one’s career, high quality training in school management and leadership, coherent relationships amongst initial, induction and in-service teacher education, partnerships between schools and teacher education institutions, the acquisition of the abilities necessary for effective teaching, mobility programs relating to teachers, teacher educators and student teachers, and making the teaching profession a more attractive career choice). The Hungarian situation and new developments paint a controversal picture: for example, Hungarian teachers study for eleven semesters to get their qualification, though their induction is not dealt with properly; the coherency between ITE and CPD, mentoring and partnerships can be improved, management training is at a high level, and competences are well defined – yet their effect on the teacher education process brings forth many questions.
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The structural and content reform of teacher education – and especially the new one-semester-long practical training, its content elements and conditions of realization – are investigated. A detailed description of mentors‘ roles and the necessity of mentor-training is given, and the benefits and difficulties of the new forms of cooperation between schools and teacher training institutions are presented. Some basic and stable elements of reform are additionally emphasized (a change for which might place at risk the whole system). Also, some professionally disputable elements will be brought to light.
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The paper presents the results of the survey of influence of family and residence hall environment in secular and faith schools on students’ values, value orientations and behaviour. The survey was conducted on a random sample of 867 secondary school students in BiH cities. A transverse empirical research was conducted with the main objective to determine the students’ value hierarchy and the distribution of value orientations depending on the type of school (secular and faith schools) and the type of residence hall environment (faith school dormitories and other student residence halls), relations between students’ value orientations and family sociodemographic factors, religious family and personal self-identification, and relations between value orientations and examined student behaviours and styles of spending free time. We found a significant difference in students’ value orientations depending on the type of school, family factors and religious self-identification of the family. Value orientations are a predictor of behaviour and styles of spending free time. The direction and strength of the predictive relationship between a specific value orientation and individual behaviours and styles of spending free time vary.
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This study refers to the interpretation of the basic categories of educational sciences, i.e. Pedagogy of Labour. From the perspective of the theory and the research in the field of education it is important to describe both the object of study and the content, processes, methods, criteria that determine boundaries of human knowledge of that subject, and the source of knowledge about the subject of the research. The subject of this paper shall be considered as important in both theoretical, practical and existential way.
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The issue of public trust in research and teaching raises varied interest and is involved in multiple strands of conflict and environmental conditions. As theorists and academic teachers, general educators teaching participants of educational processes, e.g. trainee teachers, often tend to have limited trust in methodologists who are teach the same subject. Fractality of limited mutual trust generally situates itself on many substantive levels and corresponds to the technology of education, which is revealed in the so-called reliability and geometry of trust concerning the evaluation of the quality of education. The article has the nature of interdisciplinary research inspiration from the geometry of confidence to the fractal theory.
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Unemployment is an integral part of the capitalist economy. Some consider it to be a pathological phenomenon because it restricts the social progress. It is analyzed on the basis of various scientific disciplines, i.e. economics, sociology, psychology, social policy, and in educational sciences as well. Effective prevention of unemployment requires to appeal to education primarily because of the key role that it plays in shaping attitudes. The attitude of the unemployed affects the adopted life strategy. Employment services and social assistance have many possibilities to influence the attitudes of the unemployed, which affects the stimulation of their active life and the labor market.
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