06 SES 04.5 PS, General Poster Session
General Poster Session
As in other countries in Europe since the 1990s, the educational system have been undergoing extensive reforms in Hungary too. In this reforms Cultural Education has a really important role which we would like to present with current poster. In our poster show, in the framework of survey K-101867 entitled “Learning regions in Hungary: From theory to reality” supported by the Hungarian Scientific Research Fund, we present the findings of the “Cultural Learning” team on non-formal and informal adult learning activities.
The main questions posed by our research:
What kind of learning activities can be observed with adults in the area of culture?
How do different learning activities influence a given region’s state of socio-economic development, and how cultural learning influence the Hungarian educational system?
How can the findings be utilized in the development of a region?
As an outcome of the research we have established an analytical index system in which the main indicators of the socio-economic development index (SEDI) and the cultural learning index (CLI) generated in our examination are compared. Based on our findings we wish to prove that although cultural learning is present in every region to a considerable degree, in more disadvantageous regions its presence is more significant as a means of compensating for a shortfall in economic-social development. In these regions, cultural learning also changed the daily practices of the professionals (eg. teachers, researchers stc.), students and pupils as well as their parents’ practices. This fact can be conducted in all the levels of the Hungarian educational system: from kindergartens to universities. This phenomenon can be connected to theories of social and cultural capital (by way of Bourdieu, Coleman, etc.), in the cases of which in our previous researches we have indicated the outstanding significance for development they have in disadvantageous regions.
Erika Juhász (2013): Quality of the personal learning of the adults in Hungary. In: Viola Tamásová et al. (eds.): Quality in the Context of Adult Education and Lifelong Education. Slovakia, Dubnica Institute of Technology in Dubnica nad Váhom, 34-43. p. Erika Juhász (ed.) (2012): Education in Transition. Dubnicky technologicky institút v Dubnici nad Váhom, Slovakia 246p. Erika Juhász (2012): Adult education and regionalism. In: Zdeněk, Novotný – Antonín, Staněk – Pavel, Kopecěk – Pavel, Krákora – Gabriela, Medvedová (red.): CIVILIA. Odborná revue prodidaktiku společenských věd. (Praha, Pro Univerzitu Palackého v Olomouci vydalo Nakladatelství Epocha s.r.o.) 3: (1) 108-117. p. Erika Juhász (2008): Research into the history of Hungarian adult education. In: SZÍN, Országos közművelődési folyóirat (Hungarian Cultural Review) 13: (6) 18-21. p. Erika Juhász (2007): The institutional system of adult education in Hajdú-Bihar County in the light of the historical tendencies in Hungarian adult education. In: Felnőttképzési Szemle (Adult Education Review, Hungary) 1: (1) 117-127. p. Erika Juhász (2015): Indicators of the cultural learning in Hungarian regions. In: Viola Tamášová – Erika Juhász – Mihály Sári (Hers.): Innovation und Erneuerung im Bereich der Erwachsenenbildung in Mitteleuropa. Dubnica Institute of Technology in Dubnica nad Váhom, Slovakia, 229-247. p. Erika Juhász (2015): Sectors and institutions of the cultural learning in Hungary. In: Erika Juhász – Viola Tamášová – Erich Petlák (editors): The Social Role of Adult Education in Central Europe. University of Debrecen Department of Andragogy, Hungary, 120-135. p.
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