Scholarly works of education in Hungary usually fail to do gender-sensitive research. 'Gender studies' as a scientific field, approach or perspective is highly neglected in the field of education in Hungary. There have been several research studies focusing on gender roles in textbooks, too.
The girls are in majority in general high schools and in higher education, and according to the male disadvantage hypothesis, the social mobility of girls is higher, than that of boys (the boys study in high schools and in higher education with better cultural and material background). The other field - where boys may lag behind girls -, is the school efficiency. Many studies show, that the girls are more successful in high schools, and they have better grades in higher education. Based on the special literature, the possible reasons for greater female efficiency in secondary level education are: the success of the studying methods of girls, their better non-cognitive abilities, their greater self-discipline, their willingness to meet all demands (acknowledgement of others is more important for them), the greater pleasure they find in studying and finally their greater cultural activity (girls read more, and their cultural consumption is bigger).
Our time is full of changes. The number of educational reforms and training programmes is growing at an exponential pace, worldwide. Semmelweis University (SU) has also joined the united higher educational area of Europe based on the Bologna Declaration in 2006. In order to meet the objectives, the Faculty of Health Care has changed its training system. The introduction of the Bologna higher education structure draws our attention to new competences and needs in the labour market of health sector. The present paper looks at the skill needs and degree preferences of health professionals. This article also shows a possible model of componens of educational innovation at SU and the process and specialities of the educational changes (training programmes, curriculums, teaching and learning methods).
Four years ago, as a parent I have had the opportunity to have a look into the life of a primary school in a city of the Illinois State (USA) for two years; moreover, into the life of a school of children with different cultures and mother tongues. Ten years later I could get to know the vocational educational system of a high school in Washington DC enabled by the American Teachers Union. However, the American students had much less information on the area of general information - compared to the Hungarian students - but they were not biting their fingernails, they were not worried, they were natural, confident on the air. In our days it is of high importance because one can understand the main point of the education based on competence. Starting from the fact that the development of a personality means the extension of abilities with the acquisition of new information mostly, the role of the teacher is to explain the curriculum. Their task is to pass on the information. Naturally, their starting point can be that the personality of the students can get richer if they are only building on their activities. However, in this case the educator will have to build on the fundamental needs of the students, namely on their curiosity. Let them provide situations for the students in which-on the basis of the intrinzik motive (need satisfaction) - they can discover the world on their own, look for the explanations, understand the contexts they discovered. On the basis of the same curiosity-interests - they should form groups and finish the curriculum with the help of the school library, the computer park they can use anytime and continuously. In this way, the natural concomitant of the lessons is the debate, the argumentation, the continuous feedback concerning the performance of the students, the cooperation. I would like to report about my experience regarding the possibilities of "shuffling" these form of work into the classes and lectures at the higher education for those who are interested and in the hope that they will develop and improve them.
Several studies on L2 motivation explored the profiles of minority students learning a second language around the world, but no such investigation has been carried out for Hungarian minority students. The present study is situated in Transcarpathia, Ukraine, where having a good control of Ukrainian, the state language, is compulsory for all students, who want to finish secondary school and want to be admitted to any higher educational establishments in the country. It raises a serious barrier though to students belonging to language minority groups in Ukraine. This study explores the elements of the Ukrainian language learning behaviour of Hungarian minority students. To research this issue a standardised questionnaire was used to collect data from 211 Hungarian students living in different parts of the Transcarpathian region. The results show how the Ukrainian Motivational Self System is constructed and how the elements of it explain the difficulties that minority students experience.
Manipulative activities and graphomotor development of cerebral paretic children is a central issue int he methodology of Conductive education (CE) The motor disabled children's drawing development is hindered by some reasons. Earlier research examined the special characteristic of drawing development in the case of hemiplegia. It points out current realities and suggests future possibilities for investigations in this field. This paper describes the symptomspecific features of drawing in kindergarten age disabled children., and the effects which are influenced the dveleopment of drawing. The motor disabled children's drawing may give us information about the general developmental process of the child. Nevertheless one has to be careful in the interpretation of drawing as other factors such as environment, emotions, past experiences and the feelings they evoke will affect the representative quality of the drawing. Therefore more than one drawing may be needed to obtain a better understanding of the child. The articles are planned to continue with special developmental programs and ideas to teachers and nursery teachers who are working with cerebral palsied children.
The history of teacher training secondary schools for junior classes in Hungary goes back to 1828, when the first teachers training collage was opened in Eger. But the expansion of the school type starts after 1868, when the 38th Act about Education ordered to establish 20 state teacher training secondary schools. The Act gives availability for churches and individuals to establish and maintain schools. Our paper introduces the expansion of the school type between 1868 and 1880, which were the most productive period in the history of teacher training secondary schools.
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)