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; Helakorpi, Lappalainen, & Mietola, 2018 ). The findings are considered in light of current Norwegian educational policy, and address how the women’s experiences demonstrate a need to challenge current understandings of the concept of inclusion in

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This paper deals with the new dual university courses in Germany and Italy and with the arguments legitimating their creation: diffused critics of the classical university courses for being too theoretical, and the argument of a broad company need for engineers with practical competence and company experience. Based on empirical research in Germany and Italy, the paper criticises these very popular arguments. It shows that many other (and more important) interests of companies, and also certain university interests including the research funding policies of the European Commission play an important role in the dissemination of these ideas and in the corresponding “innovative reforms” of the university sector. As a conclusion, some more general methodological principles of internationally compared research are illustrated by the findings of the research work done on this matter.

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A tanulmány azokat a fejlesztéspolitikai feltételeket vizsgálja, melyek a korábbi években az IKT oktatási integrációját meghatározó módon befolyásolták, és amelyek tekintetében jövőbeli változások feltételezhetők. A korábbi IKT-terjesztési közpolitikák többsége az IKT oktatási használatát öncélként definiálta. Vizsgálatunkban figyelembe vettük a rendszerelméleti alapelveket, melyek szerint minden társadalmi alrendszer – így az oktatás is – saját illetékességi területtel rendelkezik. Az oktatás fejlődőképességének – esetünkben az információs társadalomhoz történő adaptációjának – feltétele a pedagogikum autonómiájának biztosítása, az oktatás illetékességének erősítése az IKT-használat konceptualizálásában.

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been present for several decades ( Rutter & Jones, 1998 ). As a matter of fact, the degree to which special educational policies for newcomers have been adopted by European states presents vast divergences across states. According to one of the largest

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A tanulmány egy már megvalósult és egy tervezett magyar iskolarendszer-szerkezeti reform kérdéseit vizsgálja. Az óvodai reform 2015-ben kezdődött, azóta minden gyermek (hacsak nem mentik fel ez alól valamilyen különös okból) 3 éves korától köteles óvodába járni iskolai tanulmányai megkezdéséig. Az írás bemutatja e reform bevezetésének oktatáspolitikai összefüggéseit és eddigi eredményeit. A másik, a tervezett reform a jelenleg 8 évfolyamos általános iskolát érinti, amelyről a kormány bejelentette, hogy évfolyamainak számát kilencre kívánja növelni. A szerző e terv kapcsán vet fel oktatás- és társadalompolitikai, elsősorban szelekciós politikai kérdéseket.

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Polónyi, I. - Tímár, J. (2005): Az oktatáspolitika a nemzetközi összehasonlítás tükrében (Educational Policy in International Comparison). Statisztikai Szemle , (83)9: 826–840. Tímár J

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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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In most European countries, Roma people are traditionally less successful in education systems than the non-Roma population. Especially, Roma women have traditionally been less involved in schooling compared to men than they suffer from multiple deprivations: First, their different cultural/ethnic traditions often lead to discrimination in school education. Second, a large part of Roma live in poverty. Third, women also have disadvantages through the gender aspect, because the traditional Roma culture defines the place of women in the family and an educational career is not necessary for that. Despite these multiple deprivations, Roma women are increasingly successful in the education system. In modern societies, however, Roma women are present at school, although usually at the lowest, compulsory level. The lack of education is often the reason that they are only partly present in the labor market. Even if they have a job, they often receive the worst positions. Several countries, such as Hungary, also paid particular attention to education policy. With the emergence of resilience, disadvantaged young people started to be involved in education. The model of inclusive school helps them in schooling. The current HERJ issue discusses the situation of female Roma and Gypsy women in some European countries: Croatia, Poland, Norway, England, Germany, and Hungary. First, our aim is to describe their particular needs (possible), improving and impeding factors in educational systems and second to share experiences about developing education concepts, which could support the educational participation of Roma women and – as much as possible – also their success in the education system.

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, U. (2013) How Can Cross-Country Differences in the Practice of Grade Retention Be Explained? A Closer Look at National Educational Policy Factors. Comparative Education Review , Vol. 57. No. 1. pp

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implementation on the integration of immigrant students in Austria According to the Austrian government’s educational policy, every child has the right to begin their studies under equivalent conditions. The satisfactory knowledge of the German language

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