One of the key targets of the EU's 2020 Strategy is to substantially reduce the number of people at risk of poverty or social exclusion. The EU seeks to reduce poverty by lifting at least 20 million people out of the risk of poverty or social exclusion by 2020. The monitoring of progress towards this target is based on the headline indicator AROPE-people at risk of poverty or social exclusion. The indicator applies to people either at risk of poverty or severely materially deprived or living in a household with a very low work intensity. This article focuses on material deprivation, one of the three components monitored to evaluate the social situation in the EU. The article deals with material deprivation and severe material deprivation in Slovak and Polish households. The two main goals of this article are to examine which factors have a significant effect on material deprivation and to determine the influence of those relevant factors on material deprivation of Slovak and Polish households. The article * The publication was written for the project financed from funds allocated to the Faculty of
With respect to the fulfillment of the objectives of the Europe 2020 strategy, the threat of poverty and social exclusion has not been sufficiently reduced in the European Union (EU) over the past decade, and large regional disparities persist. Young people are the most affected by the problems of income poverty, material deprivation and labour market exclusion, which are the three dimensions of poverty and social exclusion. In this article, we focus on comparing the EU countries in terms of the three listed dimensions, while revealing similarities and differences in the incidence and severity of these social phenomena among youth. In addition to measuring dimensions by the currently used AROPE (at risk of poverty or social exclusion) rate, we also use a larger spectrum of relevant indicators for a more comprehensive analysis. While the AROPE aggregate indicator uses the same methodology for the population of young people as for the whole population, our approach includes indicators that are specific to young people. We assume that all dimensions affect each other, so we apply multidimensional statistical methods such as principal components and cluster analysis to analyse them. These methods have revealed that some dimensions affect poverty and social exclusion to a greater extent and others to a lesser extent than might appear to be the case, based on AROPE’s partial rates. Moreover, we present quantified integral indicators that together with the results of the multivariate methods, provide a rather complex picture concerning the geographical distribution of poverty and social exclusion, as well as their dimensions in the EU, for the population of persons aged 18–24 years in 2008 and 2017.
The pandemic related to COVID-19 has affected education particularly in terms of the massive shift towards online teaching and study. Students and teachers had to face new challenges they had not met before. The aim of the paper is to research how both, students and teachers perceive the online educational process, to identify advantages and disadvantages of online teaching, as well as to analyze and evaluate the quality of online teaching in comparison with the attendance form of education from both students’ and teachers’ perspective. In order to fulfill this purpose, we carried out two separate questionnaire surveys (among students and teachers at the Faculty of Economic Informatics at the University of Economics in Bratislava). Based on conclusions resulting from our research, we can affirm that both students and teachers prefer the attendance form of education rather than online teaching, students mainly because of need of socialization, personal contact with teachers and classmates, better and faster communication with teachers, and active class discussion. The attendance form of education eliminates technology related problems, such as outages of the Internet, electricity, missing technology equipment, and this form of education is performed on higher quality level in comparison with online education. Among the most frequently limitations of online education mentioned by teachers were anonymity of students, complexity of preparation of study materials, and cheating during exams and tests. There are also some advantages the online education offers, such as time savings, more effective, creative and flexible modern way of teaching, and recording lectures.
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