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In the age of globalization, states exercise their sovereignty through the control of their physical and material borders. The perceived “migration crisis” of recent years has driven states in the Global North such as the UK, to increasingly fortify their borders, with policies fueled by popular anti-immigration rhetoric and panics around high levels of inward migration. This article documents and examines the power technologies and regimes of immigration practice known as the “hostile environment” as a field of conflict and struggle. The paper draws on Theresa May’s speech as then Home Secretary outlining the “hostile environment,” and news reports and commentaries detailing the enactment of these policy technologies. Of particular interest is the positioning of education within “hostile environment” regimes of practices, where we find the school weaponized for border control purposes. The paper concludes with considering what we as educators should be doing to counteract hostile forces against migrants and migration, so as to create more critical and compassionate individuals.

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A case study of a Green Flag-certified preschool in Sweden
Author: Farhana Borg

This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.

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Challenges for migrant educational integration in different European welfare systems
Author: Evie Zambeta

This paper deals with migration policy in Europe, a highly debated and disputed topic, which is the common concern of the authors of this thematic issue. We argue that social policies and welfare systems are key parameters in the global governance of mobility, attracting, directing, or containing migration flows. Education, as a crucial social policy, plays an essential role not only in the process of social integration of migrants in host societies, but also in the process of governance of mobility. Different education policies represent strategies utilized on the part of the states, aiming at integration, segregation or discouragement of mobility, thus reflecting wider migration policy in contemporary European societies.

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Developing and examining a virtual learning environment
Authors: Zsolt Kristóf and Kitti Tóth

Virtual reality (VR) provides several potentials to unlock in today’s world. VR is a computer interface that allows users to interact with each other or with the media in a computer-generated three-dimensional space using senses (Piovesan, Passerino, & Pereira, 2012). One of the most important VR environment is Second Life. It provides both for educators and students the opportunity to deviate from the habits, to leave the traditional framework of teaching and learning (Chen, 2016). In our research, we created a virtual learning environment in the Second Life that is called Fornax. The devices placed in the area were intended to provide a thorough introduction to the different parts of the digestive system. In a virtual space, students can easily learn about human organs, as they also can see what they are learning, which can be a huge help in acquiring information (Huang, Liaw, & Lai, 2016). Based on the results, we could state that test results of users who are more familiar with Second Life are significantly better respondents than the beginner users. However, one of the four types of questions that of multiple choices with short answers provided the same result.

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Do eco-schools really help implementation of ESD?: A comparison between eco-school systems of Hungary and Israel
Authors: Dafna Gan, Avid Gal, Réka Könczey and Attila Varga

As global challenges to sustainable development are increasing, there is a growing pressure for educational systems to embed education for sustainable development (ESD) into formal education. To meet this demand, Eco-School systems were established in many countries during the past decades. Using General Inductive Approach to analyze raw data sources like interviews with experts and eco-school principals, documents, and official as well as educational research databases both in Hungary and in Israel, the paper compares the process and the outcome of the implementation of eco-school movement in Hungary and Israel. The major conclusion is that eco-school system itself has a significant positive but limited effect on the implementation of ESD in educational systems. Without a person, a “change agent,” without the commitment of the principal or the teachers, the central eco-school initiative could not trigger changes on local levels; however, eco-school systems may survive for another decade if eco-school teachers continue innovation and collective learning. On the system level, the existence of the movement demonstrates the sustainability pedagogy for decision-makers – and therefore they can be satisfied without further efforts.

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European experience of multilingualism and the development of multilingual education in Kazakhstan
Authors: Bakhyt Aubakirova, Kinga M. Mandel and Balazs Benkei-Kovacs

This literature review article is dedicated to the issues and notion of multilingualism, particularly in Kazakhstan. Kazakhstan is a multiethnic country where more than 130 different ethnic groups reside. At present, a fast multilingual advancement is taking place in Kazakhstan. The study explores the origins and definitions of multilingualism, the role of multilingualism in the development of the Kazakhstani education system, and the models of multilingual education in Kazakhstan. Different approaches and definitions in terms of multilingualism and the performance and implementation of multilingual education are presented. The development of multilingual education in the Kazakhstani educational system plays a pivotal role and it is rapidly developing. The implementation of multilingual education in this country aims at integrating and internationalization of Kazakhstan to the world’s educational and scientific societies. Multilingualism is also widespread in some of the European countries. Several approaches related to the multilingualism and multilingual education are indicated in this article. This paper introduces the challenges and suggestions of diverse alternatives of multilingual education in Kazakhstani higher education institutions.

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A felsőfokú képzés befejezésére irányuló szándék előrejelzői
Authors: Andrea Czakó, Lilla Németh and Katalin Felvinczi

Absztrakt:

Kutatásaink során arra teszünk kísérletet, hogy megalkossuk a felsőfokú képzés befejezésére irányuló szándéknak, illetve a képzés tényleges elvégzésének prediktív modelljét. Megvizsgáltuk, hogy az egyetemi képzés első két félévére vonatkozó, a tanulmányi rendszerből elérhető előmeneteli és személyes adatok, illetve online kérdőíves vizsgálataink során feltárt pszichológiai sajátosságok, motivációs változók, továbbá a képzéssel való elégedettség közül melyek bizonyulhatnak hasznosnak a felsőfokú képzés végzettség nélkül történő félbehagyásának előrejelzésében. Vizsgálatunk kiterjedt a képzés befejezésére irányuló szándék és a képzés folytatásával potenciálisan összefüggő szocioökonómiai tényezők elemzésére is.

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Absztrakt:

Kutatásunk a Pécsi Tudományegyetem „Befogadó Egyetem” elnevezésű szakmai-tudományos projektjének elméleti hátterére építve vizsgálta a különböző karokon futó és az inklúzió fókuszában levő hallgatókért zajló tevékenységeket. Vizsgálatunk során a PTE összes karára (N = 10) kiterjedő kérdőíves adatfelvétellel és mélyinterjúkkal tártuk fel a befogadást támogató programokat, kerestük a hiányterületeket. Megállapítottuk, hogy a három hallgatói csoport – külföldi, fogyatékos hallgatók és társadalmi hátránnyal küzdő, köztük cigány/roma – méltányos támogatása van jelen leginkább a vizsgált egyetemen. A szervezeti oldalt vizsgálva kutatásunk kimutatta, hogy a befogadást igénylő hallgatók egyéni és közösségi támogatása sokkal inkább jellemzi a vizsgált egyetemet, és kevésbé találhatók olyan beavatkozások, melyek a felsőoktatási környezet egészére vannak hatással. Vizsgálatunkat összegezve megállapítható, hogy a befogadóvá válás folyamatának ismérvei érzékelhetők a PTE-n, de amennyiben a vizsgált folyamatok jövőjét, kívánatos fejlődését nézzük, több ponton szükséges továbblépés.

Open access

Absztrakt:

A tanulmány a Szegedi Tudományegyetemen 2015–2018 között megvalósult bemeneti kompetenciamérések elméleti és módszertani kereteit, valamint főbb eredményeit ismerteti. Az elemzések alapján megállapítható, hogy kidolgozható egy olyan kognitív és affektív területeket is átfogó számítógép-alapú értékelési rendszer, amely azonnali visszacsatolás mellett alkalmas annak megállapítására, hogy a hallgatók milyen induló tudásszinttel, illetve motivációval kezdik meg egyetemi tanulmányaikat. Az eredmények amellett, hogy személyre szóló visszajelzést adnak a hallgatóknak egyéni erősségeikről és fejlesztendő területeikről, hozzájárulnak a tanulmányi eredményességet javító egyetemi és kari szintű stratégiák kidolgozásához.

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Focus on the dropout students’ secondary school experience and career orientation
Authors: Cintia Csók, Anett Hrabéczy and Dóra Katalin Németh

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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