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The values and activities of the oldest and most widespread form of talent support, those of students’ research societies are presented in the study written by Péter Szendrő and Szabina Cziráki. In their essay the authors present the local and national system of students’ research societies, the work of the National Council of Students’ Research Societies, the role of local and national conferences, the related publications, the system of honors and awards and more broadly the social role of students’ research societies.
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The basic features of professional colleges in higher education and their values related to talent support are presented in the study written by László Takács. The author presents the activities of the Eötvös József Collegium, which has achieved excellent results in talent support for more than a hundred years, and analyzes in a comprehensive way the selection mechanism, the inciting and supporting activities of the workshops, the programs preparing for a career in scientific research, the role of competitions and fellowship opportunities in talent support. This comprehensive and deep analysis reviews the major features of not only one professional college but those of the whole system of professional colleges.
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The elements of a complex talent support system that has become widespread worldwide are presented in the essay written by László Balogh, reviewing the nearly one-decade-long activities of the Talent Support Program of Debrecen University (DETEP), and outlining the new version developed on the basis of experiences that has been introduced recently. The main feature of this new system is that talents are sought by using new selection methods and in a wider context and systematic development is carried out in a more comprehensive and systemic way involving all branches of the university – naturally with a focus on students’ research societies and professional colleges. At the same time and as opposed to the old practice this system opens its doors and as a Regional Talent Point it aims at preparing gifted secondary school students for higher education studies.
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In their study Gábor Neuwirth and Marianna Szemerszki analyze in a comprehensive way the talent support in secondary education laying the foundations of talent support in higher education. The essay focuses on the National Academic Competitions for Secondary School Students but foreign language proficiency exams, the level of academic achievements of those admitted to higher education institutions, grouping by courses, proportions of training areas and the socio-demographic data of admitted students are also analyzed. This analysis is very instructive and proves that talent support in higher education cannot be effective without appropriate foundations laid by public education.
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Annak ellenére, hogy a határon túli magyar közösségek fogyatkozása jó ideje közismert ténynek számít, meglehetősen kevés figyelem irányult mostanáig annak felderítésére, hogy milyen szerepet játszik a népességfogyásban a nyelvcsere, a nyelvi asszimiláció. A kisebbségi közösségek esetében a nyelvcsere egyik gyakori kiindulópontja az iskolaválasztás, pontosabban az a pillanat, amikor a kisebbségi szülők úgy döntenek, hogy gyermeküket nem a kisebbség, hanem a többség nyelvén fogják iskoláztatni. A Miniszterelnöki Hivatal Nemzetpolitikai Főosztályának 2006. évi jelentése szerint Szlovákiában a magyar nemzetiségűként regisztrált gyermekek mintegy egyötöde szlovák nyelven vesz részt az oktatásban (www.nemzetpolitika.gov.hu).
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A környezeti oktatás a jövőteremtés egyik eszköze. Relevanciája többek közt a fenntartható fejlődésre nevelésben rejlik. A környezeti oktatás posztulátuma számos normatív textusban megjelenik. Mégsem minden jogszabályban, ahol szükséges volna. A jogalkotás előtt áll a feladat, hogy kiteljesítse az ökoedukáció ubikvitását az egész hazai joganyagban. A gyermekkori környezeti oktatás-nevelés fontossága vitathatatlan. Azonban a későbbiekben, a fiatal, a fiatal felnőtt és a felnőtt korosztály esetében is megfelelő hangsúlyt kell kapnia az oktatás, képzés, művelés területén. Nemzeti és nemzetközi jogi aktusok jelzik a környezeti oktatás elterjedésének útját. Fontos összhangot teremteni az egyes nemzeti jogok környezeti oktatásra vonatkozó szabályrendszerei között. Meg kell teremteni a pedagógiai és a jogfogalmi átjárhatóságot. Ez a környezetvédelemben egyébként is alapelvként fungáló nemzetközi együttműködési kötelezettségből is fakad (környezetvédelmi törvény . § (3) bek., 11. §, 37. § (2) bek.).
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János Rechnitzer’s study Changes and links between the higher education network and regional networks shows that the attention of Hungary’s academic community in the regions has become increasingly focused on higher education. The author finds that throughout Europe the dominance of the capital city is decreasing significantly in higher education, and also that the regional influence of higher education is increasingly felt in the development of individual regions, and these phenomena make necessary the inclusion of regional structures in national higher education and technology policy. Analysis of Hungarian higher education shows that here too great changes have occurred since the changes of 1989–90. Alongside the mass expansion of higher education the Bologna-style course has been introduced, and new types of course (distance learning, e-learning) have been adopted. The demand for higher education services has been accompanied by a territorial reorganisation too. Although Budapest still maintains its leading role, the traditional provincial centers of higher education have seen their position strengthened.
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Vera Messing and Emília Molnár investigated the target population and the operation of two scholarship programs. The “Roma” scholarship aims at supporting Roma students while the “Útravaló” scholarship scheme is targeted at socially disadvantaged students. The research work involved both a survey of students and parents, and qualitative background research of the schools and the social environment. The findings showed that the composition of the student population of both scholarship schemes is fairly similar while the type of services provided by the two programs is rather different. The study highlights those mechanisms that result in the fact that Roma children generally have less access to high quality services than their non-Roma peers.
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In memoriam Ilona Liskó - Interview with Mihály Csákó
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Meuret, Denis: „Gouverner l’école – Une comparaison France/États-Unis“ Presses Universitaires de France, 2007, Paris. 217 p.
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Louise Morley [2003]: „Quality and Power in Higher Education“. Philadelphia, PA, Society for Research into Higher Education & Open University Press. 200 p.
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Educational space is one of the most important concepts in the area of broadly understood education. However, very often its understanding is imprecise and intuitive. The development of new technologies, as well as cultural, social and civilization- related changes accompanying it, and a new model of man immersed to a greater and greater extent in the world of digital media that has recently emerged – the man of the network, all lead to the necessity of change of interpretation of educational space. We are witnessing a penetration and unification of the two worlds: the real and the virtual one, that previously have been perceived completely separately. The result of that is a world that can be called a hybrid world, in which the boundaries between the real world and the virtual one are symbolic and for many, seen as different, lose their meaning. A contemporary man is becoming more and more a citizen of this new hybrid world. The hybrid world means spectacular expansion of educational space.
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A retrospective analysis of vocational education development has been made, its role in the formation of human capital shown. The causes of contradictions and shortcomings in training of production personnel due to the imperfection of public policy in this area have been revealed. Subject to the provisions of international instruments and prognostic study of socio-economic strategy of Ukraine the strategic objectives of professional education in Ukraine in the context of European integration processes have been disclosed. The basic directions of scientific research in problems of quality training of personnel have been demonstrated.
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The article discloses the innovative approach to training and education of children and youth, which is based on the humanization of education, integrated education and polyart education. Humanization of education is considered in the article on both sides. 1) Reliance on pedagogical traditions of Russian science and education based on the concept of a free, humane, spiritual, creative personality, capable to self-determination and self-realization. The origins of these ideas are in the theoretical works of great scientists (K. Ushinsky, Leo Tolstoy, S.Frene, V.Sukhomlinsky) and philosophers (M. Bakhtin, Yu.Lotman). 2) Integration of humanities and methods of natural history. The impetus for the revival and the pedagogical model of humanization’s creation is a desire to overcome formal, abstract learning process, introducing a broad education into the cultural space where culture performs corrective function in the development of science.
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Considerations around the school education of six-years old children on the background of questions about the barriers blocking solution difficult as it turns out, the problem of the future of man and society. There are many reasons why we still do not find a solution to the needs of man in twenty-first century. This paper is an attempt to analyse the different forms of fear adults with children: against inequality, imperfection, against various existential difficulties, against the threat of loss of childhood. Fears of this type are revealed in conversations, argumentations performed on a stage play about the future of education, behind the scenes and are transferred uncritically to reality as its hoaxes, creating the appearance of serious debate.
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Although many specific aspects of the scope and functioning of disability remain insufficiently explored, it is clear that disability is systematically related to poverty in countries across the economic spectrum. Poverty among persons with disabilities is particularly acute in developing nations; it affects exclusion from schooling and, ultimately, access to the labor market. This paper takes a multi-layered approach to overview the synthesis of disability and poverty, restricted access to education, and constraints to economic participation. It finds that persons with disabilities face inequalities in all areas of life, throughout the life cycle, and that these inequalities lead to exclusion and discrimination and to situations of poverty. The underlying argument holds that disability combined with poverty creates dramatic negative impacts on the social and economic health of individuals. Educating students with disabilities is a good investment and international agencies and national governments must increase efforts to target such persons in education, development programs, and poverty alleviation efforts.
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The paper presents the advantages of making and using mind maps in teaching natural and social science in comparison with the traditional linear notation. Mind maps – as a special radial way of noting down thoughts, ideas, and messages by means of key words, figures and colours – facilitate learning, the application of knowledge in practice, and the creativity of pupils. We have presented the way of an efficient mapping – making of mind maps manually and by means of a computer. Owing to the structure of the instruction of natural and social sciences, mind maps are especially efficient for a hands-on demonstration of stimulating assignments, understanding of the new teaching material and a positive effect on the efficiency of teaching.
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