Andrea Ohidy – författare

Access, attainment and success of Roma people in education and lifelong learning is one of the most urgent public policy issues in Europe. According to empirical data Roma people are the most underrepresented group in schools and other educational institutions.Lifelong Learning and the Roma Minority in the Western Balkans examines the education situation of Roma in the Western Balkans, providing an overview of the education policies for Roma in 5 EU-candidate and potential candidate countries: Albania, Bosnia-Hercegovina, Kosovo, Montenegro and Serbia.The book is an important contribution to the field of comparative education and informs educational leaders and practitioners in the Western Balkans and beyond.

Access, attainment and success of Roma people in education are at a crisis point across Europe. Recent research has revealed that Roma people are the most underrepresented group in schools and other educational institutions. Policy makers across Central and Eastern Europe face the challenge of reversing the disadvantaged situation of the Roma minority. There is a whole host of policy strategies, measures and projects across Europe which offer similar solutions on national, regional and local levels. This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries: Bulgaria, Croatia, Czech Republic, Hungary, Moldova, Poland, Romania, and Slovakia. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority and evaluate the policies implemented to integrate the Roma people into the education system, using many different cultural perspectives written by experts across Central and Eastern Europe. This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Central and Eastern Europe and beyond.

Access, attainment and success of Roma people in education are at a crisis point across Europe. Recent research has revealed that Roma people are the most underrepresented group in schools and other educational institutions. Policy makers across Central and Eastern Europe face the challenge of reversing the disadvantaged situation of the Roma minority. There is a whole host of policy strategies, measures and projects across Europe which offer similar solutions on national, regional and local levels. This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries: Bulgaria, Croatia, Czech Republic, Hungary, Moldova, Poland, Romania, and Slovakia. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority and evaluate the policies implemented to integrate the Roma people into the education system, using many different cultural perspectives written by experts across Central and Eastern Europe. This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Central and Eastern Europe and beyond.

Access, attainment and success of Roma people in education are at a crisis point across Europe. Recent research has revealed that Roma people are the most underrepresented group in schools and other educational institutions. Policy makers across Central and Eastern Europe face the challenge of reversing the disadvantaged situation of the Roma minority. There is a whole host of policy strategies, measures and projects across Europe which offer similar solutions on national, regional and local levels. This book discusses the current educational climate and the impact of these policy measures for Roma people in eight Central and Eastern European countries: Bulgaria, Croatia, Czech Republic, Hungary, Moldova, Poland, Romania, and Slovakia. There is a severe lack of information about the Roma people in the public domain. This book seeks to raise awareness of this forgotten minority and evaluate the policies implemented to integrate the Roma people into the education system, using many different cultural perspectives written by experts across Central and Eastern Europe. This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Central and Eastern Europe and beyond.

The achievement and success of Roma people in education is at a breaking point across Europe, severely limiting social mobility. Recent research has shown that Roma are the most underrepresented group in schools and other educational institutions. There are an array of policy measures and initiatives across Western and Southern Europe seeking to reverse this and to raise educational access and attainment of the Roma population.This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries: Germany, Greece, Italy, Norway, Portugal, Spain and Sweden. This book seeks to raise awareness of this forgotten minority and to assess the policies implemented to integrate the Roma people into the education system. Written by experts across Western and Southern Europe and drawing on varied cultural perspectives, this work will help to address the severe lack of information and knowledge about the Roma people available in the public domain.This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Western and Southern Europe and beyond.

The achievement and success of Roma people in education is at a breaking point across Europe, severely limiting social mobility. Recent research has shown that Roma are the most underrepresented group in schools and other educational institutions. There are an array of policy measures and initiatives across Western and Southern Europe seeking to reverse this and to raise educational access and attainment of the Roma population.This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries: Germany, Greece, Italy, Norway, Portugal, Spain and Sweden. This book seeks to raise awareness of this forgotten minority and to assess the policies implemented to integrate the Roma people into the education system. Written by experts across Western and Southern Europe and drawing on varied cultural perspectives, this work will help to address the severe lack of information and knowledge about the Roma people available in the public domain.This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Western and Southern Europe and beyond.

The achievement and success of Roma people in education is at a breaking point across Europe, severely limiting social mobility. Recent research has shown that Roma are the most underrepresented group in schools and other educational institutions. There are an array of policy measures and initiatives across Western and Southern Europe seeking to reverse this and to raise educational access and attainment of the Roma population.This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries: Germany, Greece, Italy, Norway, Portugal, Spain and Sweden. This book seeks to raise awareness of this forgotten minority and to assess the policies implemented to integrate the Roma people into the education system. Written by experts across Western and Southern Europe and drawing on varied cultural perspectives, this work will help to address the severe lack of information and knowledge about the Roma people available in the public domain.This book will prove invaluable to those in the field of comparative education, educational leaders and practitioners in Western and Southern Europe and beyond.

The most important educational paradigm of our time is the idea of Lifelong Learning. According to this statement, Andrea Óhidy reflects the major trends in the European discussion on Lifelong Learning. The author’s main focus is the pedagogic view of the idea. She gives an overview of the development and the main points of the European discussion (chapter 1 and 2), analyses concepts of Lifelong Learning in school (3) and in the field of adult education (4) and also presents an interesting description of training-programmes in university education (5). These five chapters present some of the first results of a research study on Lifelong Learning in Germany and Hungary. (The doctoral thesis of Andrea Óhidy is on the “Adaptation of the idea of Lifelong Learning in German and Hungarian education and education policy”). Andrea Óhidy reflects the growing interest in and acceptance of concepts of Lifelong Learning in modern Europe. The most interesting point in the presented work is the Eastern European view. Hungary is one of the new Eastern European countries in which concepts of Lifelong Learning are getting popular. Above all one interesting result of her comparative research shows the similarities of German and Hungarian concepts of Lifelong Learning. For the first time in a European educational discussion readers find an excellent analysis of Hungarian papers on Lifelong Learning.

Lebenslanges Lernen wurde in den letzten Jahrzehnten zum Überbegriff der bildungspolitischen Reformbestrebungen der Europäischen Union. Doch das Lifelong Learning-Konzept der EU wird in den Mitgliedsländern zum Teil sehr unterschiedlich aufgegriffen. Hier knüpft Andrea Óhidy an, indem sie die Adaptation des EU-Konzepts in der deutschen und ungarischen Bildungspolitik, stellvertretend für das westliche und das östliche Europa aufzeigt. Zum ersten Mal werden hier die wichtigsten bildungspolitischen Dokumente der EU, Deutschlands und Ungarns zum „Lebenslangen Lernen“ vergleichend analysiert. Die Unterschiedlichkeit der Positionen verdeutlicht die Herausforderungen und Schwierigkeiten bei der gemeinschaftlichen Umsetzung des EU-Konzepts. Das Buch möchte deshalb sowohl zu einer Intensivierung der vergleichenden Diskussion der europäischen Lifelong Learning-Debatte sowie zu einer besseren bildungspolitischen Verständigung innerhalb der Europäischen Union beitragen.

Lebenslanges Lernen hat sich in den letzten Jahrzehnten in ganz Europa zu der wichtigsten pädagogischen Leitidee entwickelt. Gleichzeitig wurde es zum Überbegriff der bildungspolitischen Reformbestrebungen der Europäischen Union. Andrea Óhidy untersucht die Rezeption der europäischen Reformdiskussion im erziehungswissenschaftlichen Fachdiskurs vergleichend in Deutschland und Ungarn, stellvertretend für das `alte` und das `neue Europa`. Die Autorin schließt wichtige Forschungslücken im Hinblick auf die vergleichende erziehungswissenschaftliche Forschung und liefert neue Erkenntnisse zur Rezeption der europäischen Leitidee des Lebenslangen Lernens.

Bildung ist die Kernfrage der Jugendpolitik und Zukunftsvorbereitung jeder Gesellschaft. Ob unsere Kinder und Kindeskinder ausgeglichen in Wohlstand und mit möglichst guten Entwicklungschancen leben werden, hängt weitgehend vom Bildungssystem ab. Gut ausgebildete, auf die Jugendlichen eingestellte Lehrer sind die wichtigste Voraussetzung von erfolgreichen Bildungsprozessen. Glücklich ist das Kind, das in dieser wichtigen Phase seines Lebens in die H- de von guten Lehrern und Lehrerinnen gelangt. Dies kann ausschlaggebend für seine ganze Zukunft sein. Sowohl Deutschland als auch Ungarn stehen heute vor enormen Herausf- derungen, was die Erneuerung des Bildungssystems und damit die Erneuerung der Lehrerbildung betrifft. Die Tagung „Lehrerbild und Lehrer(aus)bildung – Praxis und Perspektiven in Deutschland und in Ungarn“ an der Universität B- lefeld betrachtete 2006 dieses Thema aus der vergleichenden Perspektive. De- sche und ungarische Teilnehmer haben viel voneinander erfahren und zu den möglichen Lösungen einen bedeutenden Beitrag geleistet, ganz im Sinne der „Gemeinsamen Erklärung zwischen dem Ministerium für Bildung der Republik Ungarn und dem Ministerium für Wissenschaft und Forschung des Landes Nordrhein-Westfalen zur Intensivierung der Zusammenarbeit in den Bereichen Wissenschaft und Forschung“ vom 21. Februar 2005. Die vorliegende Ver- fentlichung macht es möglich, dass ein viel breiteres Publikum die wertvollen Studien der Tagung kennenlernt. Ich möchte den Verfassern der Aufsätze und den Herausgebern zu ihrer gründlichen, engagierten Arbeit und Frau Andrea Óhidy noch darüber hinaus zu der gelungenen Organisation der Tagung von Herzen gratulieren.

The most important educational paradigm of our time is the idea of Lifelong Learning. According to this statement, Andrea Óhidy reflects the major trends in the European discussion on Lifelong Learning. The author’s main focus is the pedagogic view of the idea. She gives an overview of the development and the main points of the European discussion (chapter 1 and 2), analyses concepts of Lifelong Learning in school (3) and in the field of adult education (4) and also presents an interesting description of training-programmes in university education (5). These five chapters present some of the first results of a research study on Lifelong Learning in Germany and Hungary. (The doctoral thesis of Andrea Óhidy is on the “Adaptation of the idea of Lifelong Learning in German and Hungarian education and education policy”). Andrea Óhidy reflects the growing interest in and acceptance of concepts of Lifelong Learning in modern Europe. The most interesting point in the presented work is the Eastern European view. Hungary is one of the new Eastern European countries in which concepts of Lifelong Learning are getting popular. Above all one interesting result of her comparative research shows the similarities of German and Hungarian concepts of Lifelong Learning. For the first time in a European educational discussion readers find an excellent analysis of Hungarian papers on Lifelong Learning.

The Bologna Process opened a new chapter in the history of the European higher education. The idea of a common European Higher Education Area was developed in Western Europe and accelerated increasingly there in the second half of the 20th century, as a phenomenon of globalization. For the post-communist states in Eastern Europe the complete change of the political system made it possible to join the European Union and the Bologna Process. These changes had an impact not only on the educational policies but also on the educational system and the educational culture as well. This book shows the changes in the higher education of ten countries in Central and Eastern Europe. The country studies are supplemented with an international and a historical comparative analysis, to point out the special features of the implementation of the Bologna aims in the region.