We examined the characteristics of the respondents before entering higher education along with the clusters. We have discovered the characteristics of secondary school studies and further education, the circumstances for applying for higher education. During the analysis of secondary school studies, we took into account the type of class they studied in high school (in Hungary, they can study in high school, vocational high school, and secondary school), and how many times they changed school. In addition, we compared the results based on school maintainers. There is a significant correlation between the reasons for high-school experience and the dropout rate. In terms of cluster-based differences, it should be emphasized that the expectation of social mobility was overrepresented among the dropouts due to financial reasons and work, but it was also an important aspect that they did not have to pay a fee in the program where they studied. In addition, in the case of those who were disappointed in training and further education, it was most common to apply to the university because they did not want to work and could afford it. Our results can help to develop more effective dropout protection for students entering higher education, both in public and higher education institutions and career orientation.
Az elmúlt évtizedek társadalmi-gazdasági változásai szerves hatással voltak a családi életre: megváltoztak a családi szerepek, a családi formák, átalakult az inter- és intragenerációs kommunikáció. A felnőtt szerepekre történő felkészítés hagyományosan informálisan, családon belül történik, de a szükséges minták és tanulási folyamatok jelentősen megváltoztak. Ezért a családi életre történő felkészítés újabb kihívás elé állítja az – egyébként másodvonalbeli – formális és nonformális nevelést és oktatást. Tanulmányunkban röviden felvázoljuk a családi kapcsolatok minőségi és mennyiségi megváltozása mögött álló társadalmi folyamatokat, amelyek többek között a családi életre nevelés színterének formális és nemformális kiterjesztését is indokolják.Ezt követően áttekintjük a hazai formális családi életre nevelés történetét és jelenlegi helyzetét, majd az egyik leglényegesebb elemére, a házasságra koncentrálva támasztjuk alá a széleskörű társadalmi összefogás szükségszerűségét a nevelés, oktatás ezen területén.
This theorethical article outlines the development of family life education in Hungary. In the early 20th century, as a result of civic initiatives, this specific educational area as an independent professional and scientific field was organized in the United States and Western Europe. In Hungary, however, much like other Central and Eastern European states, institutional education became available much later. A government decree issued in the early seventies draws attention to the fact that "the biological, health, ethical, moral knowledge necessary for harmonious, desirable human relations is not sufficiently widespread among the general public, especially among young people, to create a well-balanced family life and to achieve a broad range of modern family planning. Therefore, measures should be taken to prepare for family life in all forms of public education and in the dissemination of information to the general public” (Mihalec et al 2011, 90) Komlósi points out, however, that despite the first governmental initiative on family life education, for decades there has been no significant change in practice. (Komlósi 1995) ” In Hungarian secondary education, the pedagogical knowledge that can be chosen as subject matter for graduation examinations in pedagogical vocational secondary schools includes a growing proportion of topics related to education for family life.
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