Education in transition
CONTENTS, PREFACE
Contents
Erika Juhász: Preface of the Editor
PRIMARY, SECONDARY AND HIGHER EDUCATION
Katinka Bacskai: Educational Values of Reformed Secondary Schools in Hungary
András Buda: Student Satisfaction Surveys at the Faculties of the University of Debrecen
Ágnes Engler: Mothers as Part-time Students in Higher Education
Ilona Dóra Fekete - Szilvia Simándi: International Academic Relations in Central and Eastern Europe - a Brief Comparative Approach
Judit Herczegh: Use of the Internet and Communication at the University of Debrecen in the Light of the Information Society
Ildikó Laki: Educational Integration of Disabled Youth
Gyöngyvér Pataki: Residential College Students at the University of Debrecen
Ibolya Markóczi Revákné - Beáta Kosztin Tóth: Investigation of Scientific Problem Solving Strategies Among 9-10 Year-old Pupils
Erika Szirmai: How do Students Cope with Bullying? Preliminary Results of Research on Bullying in Hajdú-Bihar County, Hungary
Zsuzsa Zsófia Tornyi: Women at the University of Debrecen - The Results of the CHERD Gender Research
ADULT EDUCATION AND CULTURE
Erika Juhász: Main Aspects of Autonomous Adult Learning in Hungary
Judit Herczegh - Orsolya Tátrai - Zsuzsa Zsófia Tornyi: The Characteristics of Autonomous Learning
Attila Zoltán Kenyeres: The Appearance of the Informative Function in the Hungarian, the German and in the Austrian Newsreel
Edina Márkus: Nonprofit Organizations Serving Cultural Purposes in East Central European Cities
Márta Miklósi: Quality Control and Accreditation in Adult Education. The case of institutions in the North Great Plain region
Szilvia Simándi - Tímea Oszlánczi: The Role of Previous Knowledge in Adult Learning. A Case Study in an Evening High School
Ágnes Szabó: The State of Play of the Danish Folk High Schools
János Zoltán Szabó: Festivals And Non-Conformism In Hungary
Status and E-Mail Address of Authors
Preface
In Hungary in the past 20 years the life of education has undergone a major transformation on all educational platforms, from public education through higher education to adult education. New institutions have emerged such as Regional Integrated Vocational Training Centres in public education, private colleges in higher education or in adult education the regional training and research centres as well as several ventures of adult education. New functions have become stronger, like the dominance of labour market which is apparent almost everywhere. New methods have been gaining ground, e.g. the project method or inclusive education. The target group-oriented approach has also appeared, in which the education tries to satisfy the tailor-made demands of several special target groups, such as disabled people, mothers with babies or the elderly. Many researches have studied and still study these changes, as well as the survey of these changes and the survey of the impact, nearly 20 of which can be found in our volume of studies.
The essays of this volume are presented in two major units. In the first part we can read about the changes of the primary, secondary and higher education. The papers study both the Hungarian institutions of public and higher education and Europe, especially the Central and Eastern European regions. In the essays among the studied target groups we can find mothers (Ágnes Engler: Mothers as Part-time Students in Higher Education), women (Zsuzsa Zsófia Tornyi: Women at the University of Debrecen), disabled people (Ildikó Laki: Educational Integration of Disabled Youth) and residential college students (Gyöngyvér Pataki: Residential College Students at the University of Debrecen). There are questions of methodology such as the use of Internet in education (Judit Herczegh: Use of the Internet and Communication at the University of Debrecen in the Light of the Information Society), student satisfaction survey (András Buda: Conclusions of the Findings of Student Satisfaction Surveys at the Faculties of the University of Debrecen), problem solving in teaching (Ibolya Revákné Markóczi - Beáta Tóth Kosztin: Investigation of Scientific Problem Solving Strategies Among 9-10 Year-old Pupils) and the appearance of violence in the educational institutions. Erika Szirmai: How Do Students Cope with Bullying?). We can read about comprehensive theoretical-research topics too dealing with the values of education (Katinka Bacskai: Educational Values of Reformed Secondary Schools in Hungary) and an international comparative research on education (Ilona Dóra Fekete - Szilvia Simándi: International Academic Relations in Central and Eastern Europe - a Brief Comparative Approach). The second unit outlines the possibilities and limits of adult education and in a wider sense those of the cultural refinement in adulthood. The latter one includes adult leaning in an institution (e.g. learning a new vocation), visiting cultural programs (museums, concerts etc.) and the independent, autonomous and spontaneous learning forms too. At the beginning of the unit we can find the part studies of a nationwide research on autonomous learning (Erika Juhász: Main Aspects of Autonomous Adult Learning in Hungary; Judit Herczegh - Orsolya Tátrai - Zsuzsa Zsófia Tornyi: The Characteristics of Autonomous Learning). As for the wider interpretation of culture there is the role of educational televisions (Attila Kenyeres: The appearance of the informative function in the Hungarian, the German and in the Austrian newsreel), learning in non-profit organizations, (Edina Márkus: Nonprofit Organizations Serving Cultural Purposes in East Central European Cities) and festivals which create values (János Zoltán Szabó: Festivals And Non-Conformism In Hungary). On the field of the adult education defined in a narrower sense we can read about the accreditation of institutions of adult education in studies applying the method of organization sociology (Márta Miklósi: Quality Control and Accreditation in Adult Education. With Especial Emphasis on Institutions in the North Great Plain Region), about evening schools (Szilvia Simándi - Tímea Oszlánczi: The Role of Previous Knowledge in Adult Learning. A Case Study in an Evening High School) and we get a little insight in Danish Folk High Schools (Ágnes Szabó: The State of Play of the Danish Folk High Schools).
We recommend this volume of studies for anyone who would like to know the results of the Hungarian education research within and outside our borders. The material of the studies can be well utilised in education (pedagogy, andragogy and teacher’s training), in renewing the platforms of education and also as an inspiration for new researches. We wish a useful and enlightening reading experience in the name of the authors and lectors too!