|
I. Some characteristics of the Romany ethnic group in Hungary |
5 |
|
II. Life-long learning: European practices of the model of life-long learning |
9 |
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1. The model of life-long learning |
9 |
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2. Summary of statements arising from the literature review |
12 |
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2.1. On life-long learning |
12 |
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III. Characteristics and motivation of the Romany population |
19 |
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1. Are the social traps manageable? Analysis of the assessment of life-long learning |
19 |
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1.1. The sampling procedure |
20 |
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1.2 Explanatory variables |
22 |
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1.3. Characteristics of cultural capital |
26 |
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1.3.1. Path models of passing on cultural capital |
29 |
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1.4. Assessment of life-long learning |
31 |
|
1.4.1. Supporting factors |
33 |
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1.4.2. Hindering factors |
34 |
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1.5. Attitudes relating to knowledge and skills |
35 |
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1.6. Cultural and information-communicational background |
36 |
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1.7. Employment issues |
39 |
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1.7.1. Mobility paths regarding employment |
39 |
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1.8. Summary |
40 |
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2. Changes in the mental attitude of the long-term unemployed Romanies excluded from the labour market after the change of regime |
41 |
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2.1. The shock of the change of regime, masses of Romanies becoming unemployed after 1990 |
42 |
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2.2. Consequences of becoming unemployed |
43 |
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2.3. Romanies in long-term unemployment |
44 |
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2.3.1. Role of social relationships |
45 |
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2.3.2. Impacts of long-term unemployment on health |
45 |
|
2.3.3. Resources available for survival |
46 |
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2.3.4. Consequences of long-term unemployment |
46 |
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2.3.5. Discrimination |
46 |
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2.3.6. Ways of ensuring a living used during the period of unemployment |
47 |
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2.3.7. Ideas with regards to a fresh start |
47 |
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2.3.8. Policy-type suggestions offered by the respondents |
48 |
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2.4. Results of the questionnaire survey on the "concept of hope" |
48 |
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IV. Romany population in the process of life-long learning |
51 |
|
1. Educational level of Romanies |
51 |
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2. Unique characteristics originating from the Romany culture |
53 |
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3. Motivation to learn among Romanies |
53 |
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4. Failure at school at its reasons among Romanies |
57 |
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4.1. Nursery attendance |
58 |
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4.2. Family background |
58 |
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4.3. Accessibility and equipment level of schools |
59 |
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4.4. Inappropriately prepared teachers |
60 |
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4.5. Segregation, school practices |
61 |
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5. Characteristic features of Romanies in further education |
65 |
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6. Romany participation in adult education and the relevant experience |
66 |
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7. Government initiatives/programmes to motivate Romany groups to learn |
67 |
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8. Model programmes aimed at improving the educational level of Romanies |
69 |
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V. Result of the government policies regarding Romanies |
71 |
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1. Government policies regarding Romanies |
71 |
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2. Government actions |
73 |
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3. Latest government measures regarding education |
74 |
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VI. Government's attitude and efforts in Romany affairs |
76 |
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1.The positive and negative sides of the efforts towards Romany integration |
76 |
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2. Priorities and necessary actions |
79 |
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3. Practice of educational mobility |
80 |
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4. Dissemination of the practice of life-long learning |
80 |
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5. Role of digital knowledge and computing skills |
83 |
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6. Co-operations beyond ministries |
84 |
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VII. Recommendations |
86 |
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1. Highlights from the recommendations determined in the literature on life-long learning among Romanies |
86 |
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2. Further suggestions |
88 |
