The European Framework of Refernce for Visual Literacy

The European Network for Visual Literacy (ENViL), a European network of art educators, curriculum developers, researchers and teacher trainers for the school subjects related to Visual Literacy, was set up in 2010 and now includes more than 50 representatives from eleven European countries. Based on the concept of the Common European Framework of Reference for Languages, in 2015, the network developed the Common European Framework of Reference for Visual Literacy (CEFR-VL). The framework comprises competences, attitudes and situations where they can be observed, developed, and documented. Activities are grouped in responsive and creative components, like the Hungarian Visual Skills Framework developed in 2009-2011. Novel elements of the framework is the emphasis on affective components like intercultural consciousness, self-awareness, responsible citizenship and capacity to act. Competences are embedded in reflective activities in this flexible system, where experimentation, envisioning and empathy is appreciated. This paper discusses the precedents of the framework, its constituents and structure, outlines the main contents of the CEFR-VL and shows how it can be employed in the praxis of art education for policy makers, curriculum designers, teachers and trainers and authors of textbooks.

Keywords: visual arts education, framework of visual competences, educational assessment

05
Apr 2016
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Individual study pathways in Copenhagen. Part II.

In my recent study I introduce how the Youth Guidance Centre of Copenhagen (hereafter YGCC) and the Copenhagen Youth School System (hereafter CYSS) work on a daily basis, primarily, through the lens and stories of participants who work and study there, pointing out why the length of time dropouts/at-risk students spend at CYSS is considered a turning point. For analysis purposes 20 interviews have been used which were conducted with the following stakeholders: school leaders, teachers, guidance counsellors, a psychologist, policy makers and former students who were given impetus to take up studies, and then returned to education and/or to the world of work thanks to the student-centred education, encouraging learning environment and to the intensified guidance counselling applied at YGCC. In addition, we could gain a deeper insight into the characteristics of an institutional network that adapts flexibly to the needs of students and of a local community by introducing four exceptional settings namely YGCC, CYS, Byhojskolen- City School, Nye Veje- New Pathways. At the end of the study I make some suggestions based upon the Danish good practices regarding reducing early school leaving which might be taken into consideration by Hungarian authorities.

Keywords: individual study pathways, student-centred pedagogy, encouraging learning environment, student-teacher relationship, cross-sectoral cooperation, intensified guidance effort

24
Dec 2015
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Joint Degree Programmes in Continuing Education – Curriculum Development in International Education

development processes in an international environment. The paper gives some insights to the difficulties as well as some positive aspects of the curriculum development process at the European level. Moving from the single institutional process view to a multilateral curriculum development perspective, the main critical factors of the development process are discussed. Central questions such as market, topical and institutional fits are the basic elements of this approach. Further questions are relevant for the design, such as: How can prior experience with curriculum development processes at partner universities be used? How should the links between input and output be managed during the development phase? How is the market for specific curricula analysed – or in some cases created? This paper explores a theoretical management approach to combining input- and output-based curriculum design in continuing education. Finally, the practical relevance of the new approach is discussed based on a curriculum development case study at the Danube University Krems from the perspective of a coordinator for the European “Higher Education Management and Development” LLL Framework project.

Keywords: curriculum development, joint Master’s programme, competence-based programme development, international curriculum, market orientation, needs analysis, competence matrix

24
Dec 2015
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Adult learning and comfort feeling

The empirical research presented in this study focuses on the effects of formal and non-formal learning on learners’ comfort feeling in the context of adult education. Offering an interpretation framework for data analysis, comfort feeling was divided into two parts: general and learning comfort feeling. Both notions were struc – tured around the following dimensions: existential and mental aspects, time structure and social contacts. Besides, learning comfort feeling contained a fifth dimension: knowledge. The results of the research are presented from three points of view. Firstly, we present our findings and data in the light of other international and Hun – garian research concerning general comfort feeling. Secondly, we focus on the positive and negative effects of adult learners’ formal and non-formal learning comfort feeling. Thirdly, we provide a description of the relationship between adults’ general and learning comfort feeling.

Keywords: adult learning, general comfort feeling, learning comfort feeling, existential safety feeling, mental safety feeling, time structure, social contacts, knowledge

Te opportunities of teacher role model development

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Mentor teachers’ teaching methods

Mentor teachers are key actors in pedagogue training. Important parts of their complex range of activity are to set an example for the teacher trainee students with their educational methods, to be an expert in using particular educational methods, to be able to perform those methodological elements with which students are familiarized during theoretical training and to help them with their pieces of advice during school practice. This is why it is exceptionally important for the mentor teachers to have a mellow, colourful methodological culture. Starting from these problematics the target of the research brought forward in this essay is the mapping of the methodological culture of mentor teachers.

Keywords: mentor teacher, educational methods and work forms, didacticism, teacher training

24
Dec 2015
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Te analysis of the preparation for the mentor role in the light of teacher competencies

Mentors have a significant role to play in supporting the career socialization of new entrant teachers, and participate in the development of teacher competencies through direct relationship with the mentee. The mentor provides personal and professional support and mainly serves as a model to the entrant teacher, therefore the mentor needs to have high level of all the teacher competencies. This research study explored what the experienced teachers being graduated as a mentor teacher think about the importance of teacher competencies determined by the training and outcome requirements, and in their opinion to what extent they are prepared to suit these requirements. Data were collected from seventy-two persons by questionnaire survey. The results indicate that mentor teachers have excellent interpersonal skills, and in their opinion they are the most competent at making cooperative relationships with others, communicating accurately and creating a tolerant, trustful atmosphere. However, it was also revealed that they show deficiencies in handling new challenges of the Digital Age and demands of pupils with changed abilities to learn.

Keywords: beginning teacher induction, mentoring, training and outcome requirements, teacher competencies, development of competencies

24
Dec 2015
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Subjective and objective indicators in health status research

Research on health status shows that health is influenced by several factors. Most of the international and Hun – garian literature on health status explore the subjective indicators based on self-rating, therefore there is comparatively less emphasis on research papers relying on objectively measured data. Hereafter, the Hungarian and international literature on subjective and objective data analysis will be reviewed in a thematic manner. Our own research was conducted exploring the characteristics of subjective and objective health rating. To measure subjective indicators, we used the WHO WBI 5, the WHO BREF 26 and a self-made questionnaire – tested in 2010 on a similar sample. The objective data were retrieved using the Inbody 720 Body Composition Analyzer. After having compared the subjective and objective information, it can be concluded that the subjective and objective data do not overlap in most cases. On the basis of all this, it can be stated that research works relying merely upon subjective information do not necessarily provide a realistic picture about the general health status in a given population.

Keywords: health promotion, subjective health status, objective health status, workplace

16
Oct 2015
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Categories of class origin and dropouts from secondary schools between 1953–1962

The categories of class origin existed between 1948 and 1962 (the long decade of the 50’s, see: Sáska, 2006), to prescribe quotas and improve the data of social inequalities in Hungary. These quotas regulated not only the admission to higher education (Huszár, 2005; Ladányi, 1995; Sáska, 2006; Takács, 2008), but also the schooling of the secondary education: it meant positive discrimination to help the workers’ and peasants’ children at the entrance exams, and negative discrimination to restrict the ‘class-alien’ children’s access to secondary and higher education. The categories of social origin influenced the evaluation, discipline, scholarships and further education, the latter by the recommendations of the schools. Using categories caused early dropouts at the entrance exams of secondary and higher education – my paper analyses the local practices of these categories between 1953 and 1962, in a rural secondary and vocational school. The research based on various sources: documents of the record office in this school (registers, reports), instructions and decrees of the Regional and National Education Governance, oral histories, files of the Township Party Committee, and the regulations of the Central Committee. Compare the sources gives interesting conclusions.

Keywords: history of education, categories of social origin, dropout, socialist pedagogy, social inequalities

16
Oct 2015
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Individual study pathways in Copenhagen

In my recent study I introduce how the Youth Guidance Centre of Copenhagen (hereafter YGCC) and the Copenhagen Youth School System (hereafter CYSS) work on a daily basis, primarily, through the lens and stories of participants who work and study there, pointing out why the length of time dropouts/at-risk students spend at CYSS is considered a turning point. For analysis purposes 20 interviews have been used which were conducted with the following stakeholders: school leaders, teachers, guidance counsellors, a psychologist, policy makers and former students who were given impetus to take up studies, and then returned to education and/or to the world of work thanks to the student-centred education, encouraging learning environment and to the intensified guidance counselling applied at YGCC. In addition, we could gain a deeper insight into the characteristics of an institutional network that adapts flexibly to the needs of students and of a local community by introducing four exceptional settings namely YGCC, CYS, Byhojskolen- City School, Nye Veje- New Pathways. At the end of the study I make some suggestions based upon the Danish good practices regarding reducing early school leaving which might be taken into consideration by Hungarian authorities.

Keywords: individual study pathways, student-centered pedagogy, encouraging learning environment, student-teacher relationship, cross-sectoral cooperation, intensified guidance effort

16
Oct 2015
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