Suchergebnisse

Roma and Gypsy women in Europe suffer from multiple deprivation (Council of the European Union 2011): Firstly, a large part of Roma and Gypsy people live in poverty. Secondly, their different cultural/ethnic traditions often lead to discrimination in school education. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women to be at home with the family and an educational career is not necessary for that (l. Forray, Hegedűs 2003; Durst 2015). That is why Roma and Gypsy women are often called the "minority of the minority" (Vincze 2010: 195). Despite of this multiple deprivation, Roma and Gypsy women are (not only in Hungary) more and more successful in the education system (Forray; Hegedűs 1991) and they increasingly take part in the political life as well (Bak., T.th 2008; K.cz. 2010). The research study focuses on Roma and Gypsy women who have come from a background of multiple deprivation but managed to achieve successful educational careers (defined by their university degree). To answer the research question "Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?", we chose the method of biographical narrative interviews. Additionally, we analysed statistical and empirical studies and used expert interviews as well. The aim of the research was to learn about the subjective theories of the interviewed women. The selection of the respondents was done through the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson (Wilson, 1978; 1987) adapted by Iv.n Szel.nyi and J.nos Lad.nyi for the Hungarian situation (Lad.nyi; Szel.nyi, 2004) and the theory of Helmut Fend about the functions of the school in society (Fend, 1980; 2003) served as the theoretical framework for this study. For the interpretation we used the categorisation of factors for school success of Hungarian Roma and Gypsy women from Katalin Forray R. and Andr.s Hegedűs T. (Hegedűs, 1996; Forray, Hegedűs, 2003). The study shows that all interviewed women had a very strong learning motivation and were ready to have conflicts with the traditional female role model. Their parents and teachers played mostly a very positive role in this success, but the most important factor was their individual learning motivation.

Roma and Gypsy women in Europe suffer from multiple deprivation (Council of the European Union 2011): Firstly, a large part of Roma and Gypsy people live in poverty. Secondly, their different cultural/ethnic traditions often lead to discrimination in school education. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women to be at home with the family and an educational career is not necessary for that (l. Forray, Hegedűs 2003; Durst 2015). That is why Roma and Gypsy women are often called the "minority of the minority" (Vincze 2010: 195). Despite of this multiple deprivation, Roma and Gypsy women are (not only in Hungary) more and more successful in the education system (Forray; Hegedűs 1991) and they increasingly take part in the political life as well (Bakó, Tóth 2008; Kóczé 2010). The research study focuses on Roma and Gypsy women who have come from a background of multiple deprivation but managed to achieve successful educational careers (defined by their university degree). To answer the research question "Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?", we chose the method of biographical narrative interviews. Additionally, we analysed statistical and empirical studies and used expert interviews as well. The aim of the research was to learn about the subjective theories of the interviewed women. The selection of the respondents was done through the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson (Wilson, 1978; 1987) adapted by Iván Szelényi and János Ladányi for the Hungarian situation (Ladányi; Szelényi, 2004) and the theory of Helmut Fend about the functions of the school in society (Fend, 1980; 2003) served as the theoretical framework for this study. For the interpretation we used the categorisation of factors for school success of Hungarian Roma and Gypsy women from Katalin Forray R. and András Hegedűs T. (Hegedűs, 1996; Forray, Hegedűs, 2003). The study shows that all interviewed women had a very strong learning motivation and were ready to have conflicts with the traditional female role model. Their parents and teachers played mostly a very positive role in this success, but the most important factor was their individual learning motivation.

Over the past few decades, Lifelong Learning has developed into the most important pedagogic paradigm in Europe. At the same time, it has also become a generic term for the reform ideas of the European Union. Ever since the European Year of Lifelong Learning in 1996, this paradigm has been regarded as the most effective way to deal with the rapid social, political and economic changes of the modern world. With the introduction of the Lisbon Process in 2000 to create "the most competitive and dynamic knowledge-based economy in the world," Lifelong Learning has become even more significant. Although this aim has not been achieved, the EU has been endeavouring to generate "smart, sustainable, inclusive growth" since 2010 with its new agenda Europe 2020, thus strengthening the coordination of national and European policies. The idea of Lifelong Learning still plays a great role. This study analyses the reception of the European reform debate about Lifelong Learning in the educational scholarly discourse of two EU member states: Germany, representing the "old Europe", and Hungary, the "new Europe". The focus is on the 1996–2005 period – between the European Year of Lifelong Learning and the halfway point of the Lisbon Process – when EU states attempted to implement the idea of Lifelong Learning in their national educational systems. There are two main discourse lines about Lifelong Learning: (educational) policy and scholarly. The educational scholarly discourse not only reflects the European and national discourse about Lifelong Learning, but also endeavours to find compatibilities between European and German/Hungarian traditions, policy aims and research topics. The study analyses 49 articles about Lifelong Learning in ten volumes of seven educational scholarly journals in Germany and Hungary, which represent three scholarly areas in the field of education: general education, school pedagogy and adult education. Using a three-step "perception – interpretation – adaptation" analysis, it shows the similarities and differences in the German and Hungarian adaptations and the most important influencing factors. As a result, the similarities in the educational debate within these two countries can be traced back to the standardizing effects of EU (educational) policy activities. The differences stem from the different geographical and political situations, durations of EU membership, political and economic traditions after 1945 and structures of the two education systems. ; A tanulmány az Európai Unió Lifelong Learning-koncepciójának adaptációját hasonlítja össze két uniós tagország neveléstudományi vitájában: Németországban, ami a "régi Európát" és Magyarországon, ami az "új Európát" reprezentálja. Az "észrevétel-értelme-zés-adaptáció" többlépcsős elemzési séma segítségével egyrészt feltárja az EU-kon-cepció német és magyar adaptációjának hasonlóságait és különbségeit, valamint be-mutatja és elemzi az azokat befolyásoló legfontosabb tényezőket.

Ein nicht nur in Deutschland diskutiertes Bildungskonzept ist das des Lebenslangen Lernens. Die Autorin zeichnet in einem kontrastiven Beitrag die Antizipation, die Realisierung und auch Folgen bzw. Konsequenzen in der Auseinandersetzung mit dem Konzept an zwei ausgewählten Ländern nach. Dabei geht sie dem "most-different-system" Ansatz nach, indem sie kriterienorientiert zwei Länder auswählt (Deutschland und Ungarn) und anhand von Dokumentenanalysen Gemeinsamkeiten und Unterschiede in der deutschen und ungarischen Adaptation des Konzepts des Lebenslangen Lernens herausarbeitet. Ihren Beitrag schließt die Autorin nicht nur mit einem Resümee und Ausblick. Vielmehr richtet sie ihren Blick darüber hinaus auch in die Zukunft und gibt aus den Befunden abgeleitete Empfehlungen für die weitere Entwicklung des Konzepts des Lebenslangen Lernens und skizziert ergänzend auch Konsequenzen für die erziehungswissenschaftliche Forschung. (DIPF/Orig.). ; This article discusses the adaptation of the EU-concept "Lifelong Learning" in two member states of the European Union: in Germany and in Hungary representing the "Old-EU-States" and the "New-EU States". Applying the multilevel approach "Perception - Interpretation - Adaptation" this article shows not only the similarities and differences of the German and Hungarian adaptation, but also identifies and analyses the most important factors which influence this process. (DIPF/Orig.).

The Bologna Process opened a new chapter in the history of the European higher education. The idea of a common European Higher Education Area was developed in Western Europe and accelerated increasingly there in the second half of the 20th century, as a phenomenon of globalization. For the post-communist states in Eastern Europe the complete change of the political system made it possible to join the European Union and the Bologna Process. These changes had an impact not only on the educational policies but also on the educational system and the educational culture as well.This book shows the changes in the higher education of ten countries in Central and Eastern Europe. The country studies are supplemented with an international and a historical comparative analysis, to point out the special features of the implementation of the Bologna aims in the region. Contents -Bologna Process -Comparative Education -Central and Eastern Europe -Higher Education Target Groups -Researchers and students of educational and political sciences -Practitioners in education policy The Editors Prof. Dr. Tamás Kozma is emeritus professor at the University of Debrecen, Institute of Educational Studies (Hungary). Dr. Magdolna Rébay is senior lecturer at the University of Debrecen, Institute of Educational Studies (Hungary). Dr. Andrea Óhidy is researcher at the University of Magdeburg, Institute of Education (Germany). Éva Szolár is junior researcher at the Partium Christian University (Oradea, Romania)