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Open access

Mátyás Turós

Abstract

Introduction:This study analyzes the mode of value transmission and those set of values that promote the measurement of educational outcomes.

Purpose:The focus of this contribution is to discover helpful guidelines for a set of educational values.

Methods:In the present study, we applied source analysis as a traditional research method in the philosophy of education.

Conclusion:We would like to point out that education is the observation, consideration and formation of needs and, at the same time, pedagogy is at least as a regulating as a descriptive kind of an activity. The ideal educational system of methods and objectives are neither open nor closed, it only contains elements that provide possibilities for the individual to fulfill requirements in quantity and quality according to their aptitude. On the other hand, it assures forming behavior and socialization simultaneously.

Open access

Irén Virág

Abstract

Introduction:Philanthropism as it evolved at the end of the 18th century in Germany wanted to break completely with the contemporary methods persisting in education, with the hegemony of classical languages, and with the study of antique authors’ works; instead, it laid emphasis on practical and useful knowledge, on teaching modern languages, on acquiring knowledge based on demonstration, and on an intimate connection to nature. The aim of philanthropist education was to train virtuous citizens who honestly pursue their ordinary profession, in whose training they assigned a central role to physical education.

Purpose:In our paper, which is a part of our research exploring the appearance of the pedagogical ideas of philanthropism in Hungary, we set out to investigate the question: What was the focus of physical education in the philanthropinums? As a first step in our investigation, we give an overview of the philanthropists’ ideas regarding physical education, then we take a close look at how these ideas were put into practice in two selected institutions, namely among the walls of the philanthropinums in Dessau and Schnepfenthal, by relying on the contemporary works of Gerhard Ulrich Anton Vieth and Johann Christoph Friedrich GutsMuths. Finally, we consider their impact in Hungary.

Methods:In this study we apply the source analysis as a traditional research method in the history of education.

Conclusions:The impact of philanthropism on contemporary Hungarian public education, especially in the first half of the 19th century, can be clearly detected, which can be accredited to study trips to Germany and the Hungarian translations of German works. The presence of philanthropism can also be perceived in swimming instruction. Basedow and GutsMuths initiated the instruction of swimming and lifeguarding, and the general institutionalization of swimming instruction. The impact of philanthropists could also be felt in Hungary. Károly (Carl) Csillagh’s textbook on swimming appeared in German in 1841 with the title “Der philantropische Schwimmmeister” (“The Philanthropist Swimming Instructor”). The first book on swimming in Hungarian appeared in 1842.

Open access

Elena Fortis

Abstract

Introduction:The research study deals with the personality of managers in regard to their professional career. The main objective of the study was to find the relationship between the personality dimensions according to the Big Five personality traits model and Holland’s typology of the six personality types and work environment types.

Methods:The research sample consisted of 121 managers from different levels of the subordinate system in state organizations and private companies in Slovakia. The personality dimensions Neuroticism, Extraversion, Openness to experience, Agreeableness, and Conscientiousness were in this research measured by the NEO Five-Factor Inventory. We have also used the SDS questionnaire - Self-Directed Search to determine the personality types and work environment types - RIASEC codes. The statistical evaluation was performed using the SPSS 20 statistical system, with the data evaluated by methods of descriptive and correlation analysis.

Results:There were the highest values recorded in Conscientiousness throughout the research sample. The lowest values were recorded in Neuroticism. We found out that the Summary Code of managers is ESI (Enterprising, Social, Investigative), of male managers is EIR (Enterprising, Investigative, Realistic), of female managers is SEC (Social, Enterprising, Conventional). When comparing the individual RIASEC personality types, we found significant differences between males and females. Males are more realistic than females, more investigative and enterprising than females. Females are more social and conventional compared to males. There was no gender difference in artistic orientation. The RIASEC personality types in the entire sample match the RIASEC work environment types according to SDS, regardless of age. The results demonstrated relationships between the NEO - FFI personality dimensions and personality types and RIASEC work environment types codes according to SDS.

Discussion:We can say that managers in our research sample are primarily Enterprising types with leading life orientation. Typical representatives of this personality type are characterized especially by traits such as dominance, ambition, focus on success, self-confidence, sociability, and responsibility. In the context of a manager’s success and their effectiveness, or ineffectiveness in work environment, the most predictive Big Five factor for an effective manager is Neuroticism, all effective managers scored low in Neuroticism. Results obtained by the SDS questionnaire - Self-Directed Search confirm our findings of prevalent personality dimensions in the overall personality profile of managers. The overall RIASEC personality code of managers according to SDS is ESI in the whole research sample, thus we can conclude that in the case of the overall personality type - RIASEC code of manager the dominant personality type is Enterprising/leading, followed by the Social personality type and the third is the Investigative personality type.

Limitations:One of the methodological limitations of this research is the number of participants in the research sample. We do not consider this number as representative for the purpose of generalizing the results.

Conclusions:Research results show that there is a relationship between professional orientation and personality. Some personality dimensions are significantly related to professional orientation types and to professional interests, whereas others are related only non-significantly or not at all. Significant relations were found between the dimension Openness and Artistic, Leading, and Social type, between the dimension Extraversion and Enterprising and Investigative type, and between the dimension Agreeableness and the Social type. Realistic type was not related to any personality dimension. The dimension Neuroticism was negatively related to all professional types. For the career counseling practice and selection of job seekers and manager position applicants, this may mean that despite confirmation of these convergences, there may be different relations between different Holland’s professional types and personality dimensions.

These findings can be the focus of further research on students in their final year of secondary school when they are deciding on their future professional career.

This research study, we believe, has contributed to the understanding of the relationship between personality and professional career. The results confirm that professional orientation and personality interact and influence the professional behavior of a person.

Open access

Viola Tamášová and Silvia Barnová

Abstract

Introduction:The theoretical-empirical study is based on two particular case studies of families bringing up children from institutional care. It deals with the real needs of foster families, with the foster parents’ perception of fostering and their experiences from the time spent with children in foster care, about the children’s behaviour in adverse situations, which the foster parents must deal with in the period of the child’s adaptation to the new environment of their households. The authors accentuate the importance of communication and emotional education from the aspect of personality development of children placed into new families. These children should be prepared for moving from a known into an unknown environment. In the conclusions, the authors give several specific recommendations within the framework of semantic categories dealt with in the chapters and subchapters of the study.

Methods:The study is based on a theoretical analysis of the presented issues. For the purposes of the research, the following research methods were used

- Content analysis of official documents (job description of social workers in foster family care).

- Case studies of two clients of the offices of Social and Legal Protection of Children and Social Curatorship in the field offices of Central Office of Labour, Social Affairs and Family in Nitra and Bratislava Self-Governing Regions carried out in 2018.

- Logical operations - analysis, synthesis, comparison.

- Interviews with foster carers (Family 1 and Family 2) carried out throughout the whole year 2018.

- Generalization in semantic categories which, at the same time, are the titles of the chapters and subchapters bellow, and also in the conclusions and recommendations for foster care and the social practice.

Results:For personal development, children need relationships with others. Maternal and paternal love, and care are the basic elements of these relationships - as confirmed in the interviews with foster parents. Alongside with biological parenthood, the so-called “psychological parenthood” has an important role to play. The role of a psychological parent can be filled by the members of own (i.e. biological) family as well as by adoptive parents, foster parents, the biological parents’ partners (stepmothers and stepfathers) and - under certain conditions - also by personnel in facilities of social care. Their psychological needs and the extent of their satisfaction determine what they will experience and how they will feel.

Discussion:It is important to prepare parents to accept the fact that foster parenthood is different from biological parenthood. Prospective foster parents often come to the offices of Social and Legal Protection of Children and Social Curatorship with the opinion that not even biological parents are being prepared for their parental roles. Foster parents already having biological children argue - as it follows from the interviews carried out throughout the research - that they are experienced parents and, so, they can bring up foster children as well. They do not realize that foster children bring something new that biological children have never experienced. Biological and foster parenthood are definitely not the same.

Conclusions:In the conclusions, the authors point out that children in foster care identify with their parents’ values and opinions. For children who have faced significant adversity in their lives, it is beneficial if the family environment and education are harmonious. Such good conditions can have a positive impact on the children’s entire future lives. In the process of adaptation, the whole network of relationships within the family must be re-structuralized, which requires well-prepared family members.

Open access

Beáta Balogová and Veronika Kmetóny Gazdová

Abstract

Introduction:The authors of this paper base their research on the following assumption: the development of both geragogic education (older adult education) and profession is conditioned by the existence of a study program of geragogy provided by departments of geragogy created at universities (as public institutions of higher education). The fact remains that a qualified training of geragogues is absent in the Slovak conditions.

Purpose:When compiling a graduate profile, inclusive of a list of competences that a geragogue should possess, a range of specific local circumstances needs to be taken into consideration. Subsequently, it is necessary to define a position of a geragogue. Geragogue is a professional working in the field of senior education, just like a pedagogue or an adult educator work in their fields. It is also important to identify and accentuate the philosophical and social context in which these professionals are confronted with the demands of today’s society, in a form of a society based on knowledge, questions of the ongoing social changes and defining the meaning of life.

Results:The task of creating the department and program of geragogy is formulated as a social demand of the time, debunking the current myth of the crisis of universities. In history, a university was a vital place where the values serving social integration emerged. It was also a practice field for the educators to train so they could spread these values and transform them into social skills.

Conclusion:In the conclusion, the authors propose key areas of undergraduate training of geragogues, including the definition of institutional anchoring, with the goal to contribute to ongoing professional discussion and to creation of the department and the program of geragogy.

Open access

Marek Madro

Abstract

Introduction: Nowadays we are looking for help and answers to our questions more and more often on the Internet. People use social networks to search for communities or groups whose members experience similar difficulties. These are often online groups that focus on psychological problems, domestic violence, etc. Members receive instant feedback and at the same time, due to the online disinhibition effect, they do not feel the fear, shame or worries they would feel in personal contact (Griffiths, 2005). The content of such self-help groups is not always helpful, but may rather induce pathological behaviour. However, the group administrator can influence the atmosphere in the group and its content itself (Niwa & Mandrusiak, 2012).

Purpose: The purpose of this research was to find a space to perform professional psychological interventions inside online self-help groups on social networks. The concept of a field worker was used in this research. The field worker offers helping services to clients in an environment natural to them and where the worker can provide the client with emergency help during the crisis and prevent other clients from offering risk advices (Ambrózová, Vitálošová, & Labáth, 2006).

Methods: We have conducted qualitative research using the method of content-frequency analysis. The sample for this study consisted of 10 closed online self-help groups focusing on topics such as depression, anxiety disorder, domestic violence, self-injurious and suicidal thoughts and tendencies, etc. For the purpose of this research we created an online group moderated by professionals, focusing on similar topics of mental disorders.

Conclusions: The research results indicated that group members exchanged useful information (35.43%), described their current difficulties they were experiencing (32.33%), shared their own experiences (10.53%), and also published information on what had helped them manage the difficult feelings and situations they had been experiencing (6.39%). However, we also identified risky statements and threatening recommendations in posts and comments. Based on the results, we outlined the possibilities of online field worker interventions and described techniques of interventions that the professional can use for the benefit of group members.

Open access

Edita Jezukevičienė and Rytis Jezukevičius

Abstract

In our contemporary society the use of Information and Communications Technologies is an inseperable part of everyday life. Information and Communications Technologies can be of great benefit in learning foreign languages for both the learner and the teacher alike. As in every change that tends to happen gradually yet unnoticeably, there are the advantages and the downsides that cannot be overlooked nor ignored. Information and Communications Technologies when incorporated in education also unavoidably has these dichotomous variables. What are these variables in the implementation of Information and Communications Technologies in education and do the positive factors outweigh the negative ones? The object of the research is the use of information communication technologies in foreign language lessons. The aim of the research is to reveal the peculiarities of using information communication technologies in the teaching of foreign languages. Research questions in this study are the following: What peculiarities of using information communication technologies arise in the process of teaching foreign languages in high school classes? How is the use of information communication technologies influenced by the age of the learners? What Information Communication Technologies are used in foreign language lessons? Findings showed that the self-perception, help to clients, professional ethics, trust are the components of professional responsibilities in the daily professional practices of social workers and social pedagogues. Realizing and accepting the fact that Information and Communications Technologies and Information Technology in general have become a part of our everyday life, one cannot ignore the importance of it in the field of education. Systematic evaluation of the implementation of Information and Communications Technologies in education in order to assure its effectiveness as a tool that acts as an aid for not only the pupils but also the teachers should become a normal part of the educational system. It should be viewed as a means of improving the lesson and as a means of support for those pupils who are in serious need of it.

Open access

Vilma Žydžiūnaitė

Abstract

The article is based on descriptive theoretical research and focused on two notions such as ‘leadership values’ and ‘values based leadership’. These two concepts are not compared, but every of them is described separately by highlighting general characteristics and showing their broad complexity. Both notions are not related to ethics and / or morality, as the aim the literature review was to provide insights on leadership values and values based leadership. The research question was the following: What aspects include two concepts such as ‘leadership values’ and ‘values based leadership’? Fourteen leadership values are provided and in the summary the three unifying aspects are presented and discussed – personality, interaction(s) and relationship(s), and action(s) / work. The common and flexible leadership values are presented. Values based leadership is discussed generally and four principles of this leadership are distinguished – self-reflection, balance, true self-confidence, and genuine humility. Also positive and limiting values based leadership shortly is discussed. The conclusion is focused on the idea that the leader needs to regain and maintain trust. Positive values based leadership goes beyond leveraging strengths and making meaning. Values based leaders who engage their employees and help them flourish in life. And for their organisations they boost productivity, creativity and financial returns. Leading and evaluating success based on values is the best way to build a high-performance culture in organisation.

Open access

Martin Brestovanský, Janette Gubricová, Kristína Liberčanová, Naďa Bizová and Zuzana Geršicová

Abstract

Introduction: The aim of the study was to find out what is the understanding of relatively new terms coming into the cultures of Middle-European countries – inclusion, diversity, and equality (hereinafter referred to as IDE) – from the point of view of young people (n=30) and youth workers (n=16) in Slovakia.

Methods: For data gathering, we used a method of focus groups (4 meetings). Data analysis was based on three criteria: consistency in understanding the terms, an overview of types of obstacles that keep young people from self-realisation and an explicit or implicit expression of understanding the basic principles of inclusion in education. The content of IDE terms was mostly from the area of the social field. The term diversity was closely explained in the psychological-personal fields.

Results: The most frequent obstacles for applying IDE approaches were seen in the social, health and religious spheres. From the pedagogical and methodological point of view, the problem is also in the difficulty of preparing the projects based on the principles of IDE while the youth workers proclaim autonomy in solutions and do not trust the possibilities of using general methods because of specific need resulting from the specific context of their work. Also, they proclaim natural applying of the IDE principles and the existence of specific needs in the informal education does not represent any problem for the inclusion of the group members in the activities of the organisation.

Limitations: Work with youth is very varied. Performs in different areas of life and also involves working with different groups of young people. The selected research sample consists of youth and youth workers who are only a partial sample of the sample. It is assumed that in a larger group of respondents (both youth workers and youths themselves), respondents' views may differ somewhat in some of the areas studied.

Conclusions: This research provides information on understanding, implementation and obstacles to applying the principles of inclusion, equality and diversity in practice. We believe that the information we receive is very valuable as it opens the imaginative door to the specific kitchens of individual youth organizations where these principles are directly implemented. They show their nature of application in practice, they suggest some risks, as well as a certain bias towards the application of the terms emerging (probably?) from theory. As can be seen from the results of our research, the emergence of specific needs in non-formal education in practice does not pose a problem in the inclusion of group members in leisure activities.

Open access

András Semjén, Marcell Le and Zoltán Hermann

Abstract

Introduction: A robust process of centralization in education administration and school finance has taken place in Hungary in the course of the present decade. The governance, control, and funding of schools has been taken from local government by the state, and the autonomy of headmasters and teachers has diminished. However, neither the objectives of, nor the motives behind this centralization seem to be completely clear. This paper aims to contribute to the clarification of these objectives and motives, and explores whether the reform has been successful in achieving its declared objectives.

Methods: The clarification of the objectives and motives relies not only on an analysis of the existing literature, but on the textual analysis of various legal texts, together with the use of structured research interviews and press interviews with education policy makers and people working in education administration. Simple statistical methods (including inequality measures and concentration indicators) are employed to determine the impact of the centralization process via the analysis of administrative data on school finances, teacher earnings and student performance.

Results: It was found that while the declared objectives of the centralization included the reduction of inequalities in resource availability and teachers’ wages, and an improvement in equality of educational opportunity, in the first two post-reform years there was a significant drop in the level of resources per student, resulting in a slight increase of inequality of resources. A drop in expenditure may in principle indicate a growth in efficiency, but in this instance this seems actually to have been achieved at the expense of shortages and other school-level problems with a negative effect on the quality of education.

Discussion: The usual requirements to be observed in public sector governance reforms were deliberately neglected, and the reform was carried through in the absence of any pilot study or systematic impact assessment. This is all the more problematic as the recent literature on the experience of other countries does not provide unanimous support for centralization. Further, given the declared objectives of the reforms, it is rather remarkable that no systematic monitoring of results was put into place.

Limitations: The analysis offered here is confined to the short term effects of the reform. A more complete evaluation of the reform will only be possible later, when the longer term effects of the process become clear. The relatively short time since the reform does not allow the definitive identification and evaluation of the effects of the centralization on student performance. However, the short-term effects on inequalities in school finances and teacher salaries are worth investigating at this point. The limited availability of school budget data from the pre-reform period restricts somewhat the reliability of the analysis of the effects of the reform on school expenditure. A further limitation is that the statistical analysis presented here is restricted to basic schools2 only, in the interests of simplifying comparisons. However, a preliminary analysis of secondary schools showed very similar patterns.

Conclusions: The empirical results are to a certain degree inconclusive. As far as school funding is concerned, the inequality of funding increased right after the centralization, then stagnated and started to diminish significantly only after 2015. At the same time, from the perspective of school funding per student on the basis of the income of various local authorities, the results seem somewhat more satisfactory, and it is possible to identify some positive effects in this respect.