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A képesítési keretrendszerek hatása a felsőoktatásra
The Impact of Qualifications Frameworks on Higher Education
/McGraw Hill. 6 Caspersen, J., Frølich, N. & Muller, J. (2017) Higher education learning outcomes – Ambiguity and change in higher education. European Journal of Education , Vol. 52. pp. 8–19. https://doi.org/10
important implications for our educational programs, learning outcomes, teaching/learning, assessment methods, and so on. 5 In this respect, as a consequence of these developments, there has been a shift in emphasis in university education in Europe effected
human capital, as measured by secondary school learning outcomes, enhance economic growth?”. We have broken down this research question into two hypotheses. The first hypothesis is that the increase in PISA scores will have a positive effect on GDP per
improve learning outcomes ( Carless, 2020 ; Ibarra-Sáiz, Rodríguez-Gómez, & Boud, 2020 ). This shift has been a reaction to several problematic issues arising from the transmission view of feedback. As explained by Nicol and Macfarlane-dick (2006) , the
Higher educational dropout is a major education policy issue that can be influenced by several factors. In addition to the family background, it is necessary to mention the motivation for further education as an individual factor which has a complex effect. Another possible individual cause can be the attractiveness of the labor market. Due to the ratio of students dropping out of higher education in Hungary, it can be suspected that students’ intensive work contributes to weaker learning outcomes, resulting dropout finally. In this context, however, the decisive role of the different work values and working attitudes is also unquestionable. Other institutional factors such as the country of the institution or the type of financing of the training cannot be ignored as well. Accordingly, in our research, we investigated individual, institutional, and sociodemographic factors affecting persistence through the TESCEE 2015 (N = 2015) database. Factors influencing persistence were measured by linear regression analysis with the application of two-sample t-test to measure the between-group differences. Regarding socio-demographic factors, the father’s educational level showed a significant impact on a negative while the mother’s employment in a positive way, furthermore, gender presented a trend effect. Institutional factors by themselves are not remarkable; however, some individual factor can increase their impact. At the individual level, the significant effect of career office membership and work values could be detected. Our results can contribute to the recognition of the relationships behind the high ratio of dropout and the identification of factors that can promote persistence, which can support to reduce the dropout ratio at a national and international level.
A felsőoktatási tanulmányi alkalmasság értékelésére kidolgozott rendszer a Szegedi Tudományegyetemen: elméleti keretek és mérési eredmények
A System Developed at the University of Szeged to Assess Aptitude for Higher Education: Theoretical Frameworks and Measurement Results
Tankönyvkiadó. pp. 17–57. 11 OECD (2013) Assessment of Higher Education Learning Outcomes. AHELO. Feasibility Study Report, Volume 3. Further Insights. Paris, OECD
Mesterpedagógus szakmai tanárok szakmai életútjai
Career Paths and the Professional Development of Vocational Teachers
Kyndt, E., Gijbels, D., Grosemans, I. & Donche, V. (2016) Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational
Egységesítés és egyénítés a tanulási rendszerekben
Standardisation and Personalisation in Learning Systems
–134. 17 Meleg Cs. (2006) Az iskola időarcai. Budapest, Dialóg Campus Kiadó. 18 Mølstad, C. E. & Berit, K. (2016) National curricula in Norway and Finnland: The role of learning outcomes. European Educational
better learning outcomes by families. Despite the various definitions and terms used in the area of shadow education, Bray managed to identify the structure of this specific educational provision in Africa. He distinguishes three main providers
A szakképzésben dolgozó pedagógusok folyamatos szakmai fejlődése a mesterpedagógus programok tükrében
Continuous Professional Development of VET Teachers/Trainers: Analysis of the So-called ‘Master Teacher Programmes’
Learning Outcomes. Review of Educational Research , 86/4. pp. 1111–1150. 14 Kwakman, K. (2003) Factors Affecting Teachers’ Participation in Professional Learning Activities
