The Hungarian Education System and its School-Critical Responses
Ádám NAGY
László TRENCSÉNYI
Kinga HORVÁTHOVÁ
Abstract
This short description reviews the basic characteristics of the Hungarian school system and its problems. It speaks of the newly mandatory made institution of extended school and tries to outline two possible ways that are in front of the Hungarian school system.
Key words: Education system, Hungary, extended schools
The penitentiary school: between didactic and education of the individual.
Theatrical methods and artistic languages as a tool of didactic innovation in adult’s penitentiary reality.
Maria Rita MANCANIELLO
Abstract
In the Italian prison reality, the school activities of every order and degree have been guaranteed by law since the end of the 70s of the last century. The present contribution intends to stimulate a critical reflection on the dimensions of educational action in complex social situations such as that of prison. He wants to offer an opportunity to rethink paths and tools of educational planning in relation to the use of new training methodologies, such as the theatrical methodology in its different modalities and its specific styles. It is difficult to satisfy the needs of treatment, orientation, social integration and re-education and at the same time develop formal knowledge. The active and participatory methodologies of the theater can be useful for the change of the context of life.
Key words: adult education, theatrical methodologies, school in prison, innovation, participation
Reaching millennials: a brief proposal for promoting university programs to young millennials
Corina Sîrb
Abstract
Millennials are “digital natives. They were born in a connected, perpetually communicating environment and thus they are accustomed to finding all the information they need by a simple web query. This feature, corroborated with the increasing competition between universities in their attempt to attract students, stresses the need to find an answer to the following questions: how should academic representatives reach millennials, in order to promote their educational offers? What communication strategy should they follow? What tone of voice and media channels should they use? In order to find an answer to any of the above questions, I think the first step is to analyze the public and their decision-making process. And that is what I will try to do in the first part of the present paper, based on which I later make a clear proposal of a communications strategy
Key words: millennials, digital communication, social media, university programs
Developing (new) language skills through student mobility - the impact of an Erasmus+ experience
Florentina-Cristina COJOCARU
Abstract
Language learning “folklore” has framed study abroad as one of the most efficient means of improving students` language competences. At the European level, Erasmus has been acting as the flagship student exchange programme for more than 30 years. In this context, the present paper proposes a “zoom in” on the influence that an Erasmus+ mobility for studies can have on developing (new) language skills for the participants. The analysis will reveal important details about the characteristics of students who decide to pursue a mobility for studies or about the status of English as a lingua franca during the mobility, emphasizing as well the difference between students` perception with regards to language acquisition after the mobility and the results revealed by the linguistic assessments taken through the Online Linguistic Support platform. Last but not least, it shall also look at the impact of the mobility duration on the level of language competences.
Key words: student mobility, language skills, Erasmus+, higher education.
Student performance in online and face-to-face second language courses: Dutch L2 in adult education
Liesbeth DE PAEPE
Abstract
Due to immigration, globalization and a changing labor market, there is a recognized need for flexible learning. In Europe, second language (L2) acquisition specifically has become of vital importance. Research on less commonly taught languages (LCTL), however, is scarce and focuses mainly on foreign language acquisition, compulsory education and on face-to- face (F2F) and blended learning. However, the effectiveness of learning a LCTL - such as Dutch - as a second language fully online in adult education has yet to be uncovered. The principal objective of this paper was to investigate whether learning Dutch L2 fully online can be as effective as learning it fully F2F. A quantitative methodological approach was adopted. Independent samples t-tests were carried out to compare online and F2F adult learners’ performance in a Waystage-level Dutch L2 course in Flanders, Belgium. The key variables ‘previous knowledge’, ‘course level’, ‘content’, ‘teacher’, ‘assessment’ and ‘learning outcomes’ are controlled. Main findings indicated that online Dutch L2 learning in adult education can be at least as effective as F2F learning. This study should, therefore, be of value to language course providers wishing to implement flexible L2 learning, and to LCTL and computer- assisted language learning (CALL) researchers.
Key words: second language learning (L2 learning); online learning; adult education; effectiveness; computer-assisted language learning (CALL).
West University of Timisoara, Faculty of Sociology and Psychology, Department of EDUCATIONAL SCIENCES
